This paper analyzes the similarities and differences between Joan and Ann from the book A Tribe Apart: A Journey into the Heart of American Adolescence by Patricia Hersch.
Antwone Fisher grew up without parents and was abused by his foster parents. This led him to have a volatile temper and get into frequent fights. He felt abandoned and like he didn't need a family. Navy psychiatrist Dr. Jerome Davenport helped Fisher by having numerous counseling sessions where Fisher was able to open up about his past. Fisher eventually found his biological mother and relatives, which helped him overcome his emotional problems. The film shows how finding family and getting therapeutic help can help address deep-rooted spiritual needs like feeling loved and having faith.
The document discusses adolescent development for males and females. It covers physical, cognitive, and psychosocial development during adolescence. Physically, puberty occurs earlier for girls than boys. Cognitively, motor skills and reasoning abilities improve. Psychosocially, adolescents develop independence and identity. Adolescent experiences vary by historical time period and culture. The document also compares the development of a 14-year-old girl who showed accelerated physical maturity but delayed cognitive skills to typical development norms.
Adolescence is a time of significant brain development and maturation. Changes in the prefrontal cortex during this period can impact risk-taking behavior, attention, and motivation in teenagers. Studies show the prefrontal cortex, which regulates cognitive control and decision making, continues developing into a person's 20s. As a result, teenagers may engage in more impulsive and reward-seeking behavior compared to adults due to an imbalance between developing brain regions. However, with age the prefrontal cortex matures and allows for better regulation of behavior and attention.
A Case Study on Child Development - MatteoSofia Molato
Matteo is a 6-year-old boy attending John Dewey School for Children who enjoys drawing, playing with his classmates, and imitating squids. He struggles academically and needs tutoring daily. Matteo has developed well physically and socially, enjoying activities like running and playing with friends. However, he still needs work on his cognitive and emotional development, as he struggles with schoolwork and is affected by his parents' separation. Future case studies would benefit from more visits and meetings with parents to provide more information.
A Case Study about Child Development - JMSofia Molato
This case study examines the physical, cognitive, emotional, and social development of a 10-year-old boy named JM. It observes JM in his classroom at John Dewey School for Children. JM lives with his mother and younger sister while his father works abroad. The study finds that JM shows normal physical growth and motor skills for his age. Cognitively, JM is able to solve problems and complete tasks as expected for his concrete operational stage of development. Emotionally, JM interacts well with his peers but lacks sensitivity at times. Socially, he is friendly and enjoys team sports, exhibiting developmentally appropriate independence and social skills.
The document provides a summary of the movie "5 Girls" which profiles five culturally and economically diverse girls facing the challenges of adolescence. It discusses the developmental issues faced by each of the five girls including issues related to sexuality, changes in family dynamics, peer pressure, parental discord, and cultural identity transitions. Each girl's story grants insight into the challenges of navigating adolescence and their journeys towards self-acceptance and personal growth.
This document summarizes and discusses several sections from the chapter "Gender Communication in Social Institutions: Ch. 7 Family" by Tiffany Currier.
The chapter discusses suggestions for families to adopt more gender-neutral approaches to avoid stereotypes, such as both parents sharing household chores. It also summarizes an interview with Beck Laxton about raising her child Sasha in a gender-neutral way. The author then answers questions from the text about gender-neutral parenting.
Another section discusses cross-sex friendships and how they are easier when younger but can develop romantic feelings during puberty, as shown through characters from Dawson's Creek. The document ends by discussing flexibility in traditional gender roles within families.
Reply Reply to 2 other classmates by offering 1 new piece of felipaser7p
Reply:
Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of the different theories.
Each reply must be minimum 250-word APA format cited referenced biblical worldview
Reference:
"Liberty University Custom: Wong, D., Hall, K. R., Justice, C. A., and Hernandez, L. W. (2015). Human growth and development (Custom Package). Thousand Oaks, CA: Sage Publication. ISBN: 9781506355153. *Custom bundle contains Wong et al. (2015), Counseling individuals through the lifespan, ISBN: 9781452217949 and supplemental journal articles.
Topic:
Erickson Stage Observation
Darcy Post
- On Tuesday afternoons, my daughter volunteers at an after-school program. I went with her this week and observed 2 different girls who were there with her. One of these girls was another volunteer. I will call her “Jade.” Jade is 13 years old and is homeschooled. Jade is very social, sweet and kind and had brought her bunny, Oreo, with her to share with the students. It was interesting to watch Jade when the children got unnecessarily rough or crowded in on Oreo. She smiled sweetly then gently switched gears, establishing, “I think we need a new rule-only one hand on the bunny at a time.” She announced this simply and with no fuss and implemented the new policy immediately. The energetic children followed her lead and Oreo was safe.
Jade is self-assured and seems comfortable with who she is. In the course of the afternoon, she initiated activity with the children, helping them with homework or just visiting with them about their week. She played a game of Candy Cane and she helped with the construction of large tinker toy figures. She was playful and interactive, and the children related well to her and felt comfortable with her. According to Coleman, one of the most important parts of forming a meaningful identity is that the adolescent forms it with, “an emerging understanding of who one is” (Coleman, 2011) (Arnold, 2017).
Jade has recently transitioned from the stage of industry vs. inferiority. This was a time of trying to figure out her strengths and competencies. She does not seem to fear failure and she has a good idea of her natural skillset and is excited and proactive about using them. According to Erikson’s stages of psychosocial development, Jade is now in the adolescent stage where she will be trying to use these new skills and competencies to sort through her new identity in the world and how she fits in as an individual (Wong, et al., 2015). The way she interacted with the children seemed to demonstrate this stage.
Another girl I observed is a 1st grader. I will call her Sasha. Because Sasha is 7 years old, she too is right at the intersection of 2 developmental stages-initiative vs. guilt (the preschool years) and industry vs. inferiority (the early school years) (Wong, et al., 2015). Sasha is spontaneous and playful. At one point she ran up to me (a total stranger) for a quick hug, then immediately went back ...
Antwone Fisher grew up without parents and was abused by his foster parents. This led him to have a volatile temper and get into frequent fights. He felt abandoned and like he didn't need a family. Navy psychiatrist Dr. Jerome Davenport helped Fisher by having numerous counseling sessions where Fisher was able to open up about his past. Fisher eventually found his biological mother and relatives, which helped him overcome his emotional problems. The film shows how finding family and getting therapeutic help can help address deep-rooted spiritual needs like feeling loved and having faith.
The document discusses adolescent development for males and females. It covers physical, cognitive, and psychosocial development during adolescence. Physically, puberty occurs earlier for girls than boys. Cognitively, motor skills and reasoning abilities improve. Psychosocially, adolescents develop independence and identity. Adolescent experiences vary by historical time period and culture. The document also compares the development of a 14-year-old girl who showed accelerated physical maturity but delayed cognitive skills to typical development norms.
Adolescence is a time of significant brain development and maturation. Changes in the prefrontal cortex during this period can impact risk-taking behavior, attention, and motivation in teenagers. Studies show the prefrontal cortex, which regulates cognitive control and decision making, continues developing into a person's 20s. As a result, teenagers may engage in more impulsive and reward-seeking behavior compared to adults due to an imbalance between developing brain regions. However, with age the prefrontal cortex matures and allows for better regulation of behavior and attention.
A Case Study on Child Development - MatteoSofia Molato
Matteo is a 6-year-old boy attending John Dewey School for Children who enjoys drawing, playing with his classmates, and imitating squids. He struggles academically and needs tutoring daily. Matteo has developed well physically and socially, enjoying activities like running and playing with friends. However, he still needs work on his cognitive and emotional development, as he struggles with schoolwork and is affected by his parents' separation. Future case studies would benefit from more visits and meetings with parents to provide more information.
A Case Study about Child Development - JMSofia Molato
This case study examines the physical, cognitive, emotional, and social development of a 10-year-old boy named JM. It observes JM in his classroom at John Dewey School for Children. JM lives with his mother and younger sister while his father works abroad. The study finds that JM shows normal physical growth and motor skills for his age. Cognitively, JM is able to solve problems and complete tasks as expected for his concrete operational stage of development. Emotionally, JM interacts well with his peers but lacks sensitivity at times. Socially, he is friendly and enjoys team sports, exhibiting developmentally appropriate independence and social skills.
The document provides a summary of the movie "5 Girls" which profiles five culturally and economically diverse girls facing the challenges of adolescence. It discusses the developmental issues faced by each of the five girls including issues related to sexuality, changes in family dynamics, peer pressure, parental discord, and cultural identity transitions. Each girl's story grants insight into the challenges of navigating adolescence and their journeys towards self-acceptance and personal growth.
This document summarizes and discusses several sections from the chapter "Gender Communication in Social Institutions: Ch. 7 Family" by Tiffany Currier.
The chapter discusses suggestions for families to adopt more gender-neutral approaches to avoid stereotypes, such as both parents sharing household chores. It also summarizes an interview with Beck Laxton about raising her child Sasha in a gender-neutral way. The author then answers questions from the text about gender-neutral parenting.
Another section discusses cross-sex friendships and how they are easier when younger but can develop romantic feelings during puberty, as shown through characters from Dawson's Creek. The document ends by discussing flexibility in traditional gender roles within families.
Reply Reply to 2 other classmates by offering 1 new piece of felipaser7p
Reply:
Reply to 2 other classmates by offering 1 new piece of information to add to their discussion of the different theories.
Each reply must be minimum 250-word APA format cited referenced biblical worldview
Reference:
"Liberty University Custom: Wong, D., Hall, K. R., Justice, C. A., and Hernandez, L. W. (2015). Human growth and development (Custom Package). Thousand Oaks, CA: Sage Publication. ISBN: 9781506355153. *Custom bundle contains Wong et al. (2015), Counseling individuals through the lifespan, ISBN: 9781452217949 and supplemental journal articles.
Topic:
Erickson Stage Observation
Darcy Post
- On Tuesday afternoons, my daughter volunteers at an after-school program. I went with her this week and observed 2 different girls who were there with her. One of these girls was another volunteer. I will call her “Jade.” Jade is 13 years old and is homeschooled. Jade is very social, sweet and kind and had brought her bunny, Oreo, with her to share with the students. It was interesting to watch Jade when the children got unnecessarily rough or crowded in on Oreo. She smiled sweetly then gently switched gears, establishing, “I think we need a new rule-only one hand on the bunny at a time.” She announced this simply and with no fuss and implemented the new policy immediately. The energetic children followed her lead and Oreo was safe.
Jade is self-assured and seems comfortable with who she is. In the course of the afternoon, she initiated activity with the children, helping them with homework or just visiting with them about their week. She played a game of Candy Cane and she helped with the construction of large tinker toy figures. She was playful and interactive, and the children related well to her and felt comfortable with her. According to Coleman, one of the most important parts of forming a meaningful identity is that the adolescent forms it with, “an emerging understanding of who one is” (Coleman, 2011) (Arnold, 2017).
Jade has recently transitioned from the stage of industry vs. inferiority. This was a time of trying to figure out her strengths and competencies. She does not seem to fear failure and she has a good idea of her natural skillset and is excited and proactive about using them. According to Erikson’s stages of psychosocial development, Jade is now in the adolescent stage where she will be trying to use these new skills and competencies to sort through her new identity in the world and how she fits in as an individual (Wong, et al., 2015). The way she interacted with the children seemed to demonstrate this stage.
Another girl I observed is a 1st grader. I will call her Sasha. Because Sasha is 7 years old, she too is right at the intersection of 2 developmental stages-initiative vs. guilt (the preschool years) and industry vs. inferiority (the early school years) (Wong, et al., 2015). Sasha is spontaneous and playful. At one point she ran up to me (a total stranger) for a quick hug, then immediately went back ...
The Down Syndrome Center at Hope Haven Children's Clinic and Family Center focuses on cognitive and educational development for those with Down syndrome from prenatal to age 18. They provide a team assessment looking at strengths across all developmental areas to maximize learning potential. Recommendations are made to incorporate strengths into classroom and home settings, and an extensive report is provided to parents.
It is required that each question be answered seperatlyAda.docxdonnajames55
It is required that each question be answered seperatly
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 8, (pp. 65–68)
Chapter 21, (pp. 125–126)
Chapter 22, (pp. 127–133)
Chapter 24, (pp. 135–139)
Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader].
"Working With Immigrants and Refugees: The Case of Aaron"
Working With Immigrants and Refugees: The Case of Aaron
Aaron is a 24-year-old, unmarried, heterosexual, Caribbean immigrant male who is experiencing symptoms of anxiety and depression. Aaron reports no history of mental health treatment nor any medical or legal problems. He admits to social drinking but denies use of illegal substances. He lives alone in a room he rents above the restaurant where he works. He works 24 hours a week as a waiter, has few friends, and is a part-time student at a local university where he is working on an undergraduate degree in biology. Aaron came to speak with me, a university counselor, because he is having difficulty concentrating and finding the motivation to study. Aaron denied any thoughts or plans of suicide or homicide and stated he felt hopeless and nervous.
In the first session, Aaron struggled with sustaining eye contact, presented as preoccupied, and was indifferent to the attempts to engage him in the intake process. When asked what he thought precipitated counseling, Aaron said that he had a difficult relationship with his parents who, he stated, “are not supportive and could care less” about him. He also reported that his younger brother was killed not long ago. When asked what he wanted to work on in counseling, he said that he wanted to address why his family was so “messed up.” Subsequent sessions explored Aaron’s perspective on his family, the strained relationship between Aaron and his parents, and the loss of his sibling.
During one session, Aaron said his parents had always favored his younger brother and overlooked his criminal involvement, which had been a source of conflict between Aaron and his parents for years. While it had not been confirmed, Aaron suspected his brother’s death was related to gang involvement. Aaron shared that his academic interests and achievement had been ignored by his parents and had never been a source of interest for them.
In a subsequent session, Aaron stated that he had always felt disconnected and different from his parents and brother. Aaron’s family immigrated to the United States from Guyana when Aaron was 8 years old and his brother was 2 years old. His parents brought only his brother and left Aaron with his grandmother, informing him they would bring him over when they were settled. Seven years later, at the age of 15, he joined his family. Aaron .
Active Imagination A form of reflection through which people act.docxdaniahendric
Active Imagination
A form of reflection through which people activate and follow their imaginative reveries in a purposive way.
Anima
A feminine archetypal image that serves as a bridge to the unconscious in both men and women, but is most often expressed as the feminine part of a man.
Animus
A masculine archetypal image that serves as a bridge to the unconscious in both men and women, but is most often expressed as the masculine part of a woman.
Archetype
An innate universal pattern or organizing principle similar to an instinct. It has no specific form but can be seen through archetypal images observable in the common motifs present in myths, fairy tales, legends, and dreams across cultures and times. Examples include the Earth Mother, the Wise Old Man, the Hero’s Quest, the Shadow, and the Trickster.
Collective Unconscious
The part of the unconscious that is universal in humans, in contrast to the personal unconscious belonging to individual experience. The contents of the collective unconscious come into consciousness through archetypal images or basic motifs common to all people.
Complex
An energy-filled cluster of emotions and ideas circling a specific subject. A complex has an archetypal core but expresses aspects of the personal unconscious. Jung’s discovery and explanation of the complex lent validity to Freud’s belief in the personal unconscious.
Countertransference
The activation of unconscious wishes and fantasies on the part of the therapist toward the patient. It can either be elicited by and indicative of the patient’s projections or come from the therapist’s tendency to respond to patients as though they were significant others in the life, history, or fantasy of the therapist.
Individuation
The process by which an individual becomes an indivisible and integrated whole person responsibly embodying his or her individual strengths and limitations.
Persona
A mask or way of appearing that is appropriate to a specific role or social setting. It both shields an individual and reveals suitable aspects of the personality, but is often at variance with the personality as a whole.
Personal Unconscious
An individual unconscious layer of the personality containing undeveloped parts of the personality, repressed ideas, experiences, emotions, and subliminal perceptions.
Projection
Attributing to others unacceptable personal thoughts, feelings, or behaviors.
Self-Actualization
A basic human drive toward growth, completeness, and fulfillment.
Shadow
Unconscious, unaccepted, or unrecognized parts of the personality that are most often, but not always, negative.
Transference
The therapy situation in which the patient responds to the therapist as though he or she were a significant figure in the patient’s past, usually a parent.
Unconscious
A division of the psyche; the repository of psychological material of which the individual is unaware.
Running head: CASE SUMMARY 1
...
Star Wars Sci Fi Essay - PHDessay.com. Template for doing a Write-up on a short story in Sci-Fi. Science Fiction Writing Samples by Education Simplified | TpT. sci fi narrative essay - GCSE English - Marked by Teachers.com. Sci Fi Writing Sample 2016 red. sci-fi assignment | Science Fiction | Entertainment. Sdqessayzue.x.fc2.com - Sci Fi Story Essays. Essay on Science Fiction | English (Extension 1) - Year 12 HSC | Thinkswap. Sci Fi Essay | PDF. lo4 science fiction essay | Science Fiction | Star Trek. Science fiction narrative essay.
Dowry System Essay. Essay on Dowry System Causes amp; Impacts of Dowry SystemStephanie Davis
Paragraph On Dowry System 100, 150, 200, 250 to 300 Words for Kids .... Essay On Dowry System | For all class students | Ontaheen. Essay on Dowry System | Dowry System Essay for Students and Children in .... - dowry system essay in english for class 8.
A Positive Life Changing Experience Essay Example (400 Words .... Breathtaking Life Changing Experience Essay ~ Thatsnotus. narrative essay life changing experience. Narrative Essay Life Changing Experience : My life Changing Experience .... An Experience That Changed My Life Essay : An Event Which Changed My Life. An Experience That Changed My Life Essay. Write Essay About Life-Changing Experience | Essay, Essay about life, Life. Sample Experience Essay. Impressive Life Experience Essay ~ Thatsnotus. Example Of Essay About Life Experience. 008 Essay Example Life Changing Experience Psychology Research Proposal .... Life Changing Experience Essays.
This document contains promotional text for various children's books mentioning if they are part of a series, who the author is, and the release date. It promotes 10 different books, providing information on 6 books being part of a series, 3 books by particular authors, and 1 being an author/illustrator combination. Dates range from June 5, 2018 to September 25, 2018.
This document provides a summary and list of book recommendations for summer reading from the Lower School Librarian at Carolina Friends School. It includes categories such as picture books, chapter books, graphic novels, novels, books in Spanish, and nonfiction titles. The librarian has selected a variety of books appropriate for different readers and interests within the school community.
Visitors are invited to hike the Kids Loop trail at the Brumley Family Nature Preserve on April 14th between 2-4pm to read a children's story displayed along the path. The StoryWalk was created by Anne Ferguson and allows both children and adults to experience reading while enjoying the outdoors. The event is hosted by the lower school libraries of Carolina Friends School, Duke School, and Durham Academy in collaboration with Triangle Land Conservancy.
Forest & Mountain Reader's Choice Award 2017-18Natalie Harvey
1) This document provides a list of 20 books for students in the Forest and Mountain class to read during the 2017-18 school year to vote for the Forest & Mountain Reader's Choice Award winner.
2) The books are divided into different genres including realistic fiction, picture books, adventure, humor, fantasy, science fiction, and graphic novels.
3) The Forest & Mountain Reader's Choice Award was created for students to celebrate their reading tastes and interests, and students who read at least 5 books from the list will be eligible to vote for their favorite next year.
This document provides a summary of book recommendations from Natalie Sapkarov Harvey, the Lower School Librarian at Carolina Friends School. It includes 3-sentence summaries of various genres including picture books, beginning readers, chapter books, graphic novels, novels, poetry, and biographies that would be appropriate for the school community. The genres span topics such as family, growth, humor, adventure, science fiction and more. The document encourages checking out the selections at the local public library or bookstore over the summer.
Students will read 10 picture books by March and then vote for their favorite to send to a statewide committee, as students choose the books on the award list and vote for the winners each year. Last year over 78,000 students voted, with Gaston receiving the most votes in the picture book category.
The document lists different activities for each day of the week during lunch recess, with Make-It Monday, Storytime Tuesday, Workout Wednesday, and Thinking Thursday mentioned.
This annual report summarizes the activities of the Carolina Friends School Lower School Library for the 2015-2016 school year. It describes the library's transformation into a larger learning commons space, new resources and programs offered, increased circulation and collection, classroom collaborations, special events, the librarian's professional development activities, and plans for future growth of the library.
Check out some of these new books at your local public library or
bookstore this summer! I created this list with a variety of
readers in mind, thinking about our school community,
and including some of my favorites from the year. Happy reading!
-Natalie, Lower School Librarian
Carolina Friends School and Durham Academy Lower School Libraries, in collaboration with Eno River State Park, invite families to hike the 0.5 mile Eno Trace Trail on October 17th between 2-4pm and read a story along the way as part of a StoryWalk project. Attendees should park near the picnic area and follow signs to read pages from a story book posted along the trail. The StoryWalk project was created by Anne Ferguson of Montpelier, VT to encourage reading and being active outdoors.
Carolina Friends School Lower School Library Annual Report 2014-15Natalie Harvey
Natalie joins the Lower School library with a passion for education. She has degrees in elementary education and library science. The library transitioned to a flexible schedule to allow teachers to collaborate with Natalie. The library purchased graphic novels and subscribed to Pebble Go. Students can now check out up to 5 books at once.
Smith Middle School Library Annual Report 2012-13 Natalie Harvey
The library annual report summarizes the activities of the school library for the 2012-2013 school year. It discusses implementing an information problem solving model, reorganizing sections, cataloging materials, publishing a newsletter, and adding literary quotes. Circulation statistics are provided by material type and grade with fiction being most popular. Author visits and clubs/events are mentioned. Goals for next year include an e-book collection, teacher orientation, and reading programs.
The document announces an author event on January 23rd at 3:30pm in the Smith Library. Ms. Pellett and Ms. Sapkarov have tickets available for reserving seats to hear the creator of Bob the Builder speak.
The King School Library Biennial Report summarizes the activities of the King School Library from August 2010 to May 2012 under the direction of Library Media Specialist Natalie Sapkarov. During this period, the library collection decreased in size due to weeding but circulation increased by 3,000 materials. Special events were held and grants totaling $9,705 were received to support new materials and technology, including student response systems. The library curriculum focused on instilling a love of reading and information literacy skills for students in grades K-5.
More Related Content
Similar to Case Study: Joan and Ann from A Tribe Apart
The Down Syndrome Center at Hope Haven Children's Clinic and Family Center focuses on cognitive and educational development for those with Down syndrome from prenatal to age 18. They provide a team assessment looking at strengths across all developmental areas to maximize learning potential. Recommendations are made to incorporate strengths into classroom and home settings, and an extensive report is provided to parents.
It is required that each question be answered seperatlyAda.docxdonnajames55
It is required that each question be answered seperatly
Adams, M., Blumenfeld, W. J., Castaneda, C., Hackman, H. W., Peters, M. L., & Zuniga, X. (Eds.). (2013).
Readings for diversity and social justice
. (3rd ed.). New York, NY: Routledge Press.
Chapter 8, (pp. 65–68)
Chapter 21, (pp. 125–126)
Chapter 22, (pp. 127–133)
Chapter 24, (pp. 135–139)
Plummer, S. B., Makris, S., & Brocksen S. M. (Eds.). (2014).
Social work case studies: Foundation year
. Baltimore, MD: Walden International Universities Publishing. [Vital Source e-Reader].
"Working With Immigrants and Refugees: The Case of Aaron"
Working With Immigrants and Refugees: The Case of Aaron
Aaron is a 24-year-old, unmarried, heterosexual, Caribbean immigrant male who is experiencing symptoms of anxiety and depression. Aaron reports no history of mental health treatment nor any medical or legal problems. He admits to social drinking but denies use of illegal substances. He lives alone in a room he rents above the restaurant where he works. He works 24 hours a week as a waiter, has few friends, and is a part-time student at a local university where he is working on an undergraduate degree in biology. Aaron came to speak with me, a university counselor, because he is having difficulty concentrating and finding the motivation to study. Aaron denied any thoughts or plans of suicide or homicide and stated he felt hopeless and nervous.
In the first session, Aaron struggled with sustaining eye contact, presented as preoccupied, and was indifferent to the attempts to engage him in the intake process. When asked what he thought precipitated counseling, Aaron said that he had a difficult relationship with his parents who, he stated, “are not supportive and could care less” about him. He also reported that his younger brother was killed not long ago. When asked what he wanted to work on in counseling, he said that he wanted to address why his family was so “messed up.” Subsequent sessions explored Aaron’s perspective on his family, the strained relationship between Aaron and his parents, and the loss of his sibling.
During one session, Aaron said his parents had always favored his younger brother and overlooked his criminal involvement, which had been a source of conflict between Aaron and his parents for years. While it had not been confirmed, Aaron suspected his brother’s death was related to gang involvement. Aaron shared that his academic interests and achievement had been ignored by his parents and had never been a source of interest for them.
In a subsequent session, Aaron stated that he had always felt disconnected and different from his parents and brother. Aaron’s family immigrated to the United States from Guyana when Aaron was 8 years old and his brother was 2 years old. His parents brought only his brother and left Aaron with his grandmother, informing him they would bring him over when they were settled. Seven years later, at the age of 15, he joined his family. Aaron .
Active Imagination A form of reflection through which people act.docxdaniahendric
Active Imagination
A form of reflection through which people activate and follow their imaginative reveries in a purposive way.
Anima
A feminine archetypal image that serves as a bridge to the unconscious in both men and women, but is most often expressed as the feminine part of a man.
Animus
A masculine archetypal image that serves as a bridge to the unconscious in both men and women, but is most often expressed as the masculine part of a woman.
Archetype
An innate universal pattern or organizing principle similar to an instinct. It has no specific form but can be seen through archetypal images observable in the common motifs present in myths, fairy tales, legends, and dreams across cultures and times. Examples include the Earth Mother, the Wise Old Man, the Hero’s Quest, the Shadow, and the Trickster.
Collective Unconscious
The part of the unconscious that is universal in humans, in contrast to the personal unconscious belonging to individual experience. The contents of the collective unconscious come into consciousness through archetypal images or basic motifs common to all people.
Complex
An energy-filled cluster of emotions and ideas circling a specific subject. A complex has an archetypal core but expresses aspects of the personal unconscious. Jung’s discovery and explanation of the complex lent validity to Freud’s belief in the personal unconscious.
Countertransference
The activation of unconscious wishes and fantasies on the part of the therapist toward the patient. It can either be elicited by and indicative of the patient’s projections or come from the therapist’s tendency to respond to patients as though they were significant others in the life, history, or fantasy of the therapist.
Individuation
The process by which an individual becomes an indivisible and integrated whole person responsibly embodying his or her individual strengths and limitations.
Persona
A mask or way of appearing that is appropriate to a specific role or social setting. It both shields an individual and reveals suitable aspects of the personality, but is often at variance with the personality as a whole.
Personal Unconscious
An individual unconscious layer of the personality containing undeveloped parts of the personality, repressed ideas, experiences, emotions, and subliminal perceptions.
Projection
Attributing to others unacceptable personal thoughts, feelings, or behaviors.
Self-Actualization
A basic human drive toward growth, completeness, and fulfillment.
Shadow
Unconscious, unaccepted, or unrecognized parts of the personality that are most often, but not always, negative.
Transference
The therapy situation in which the patient responds to the therapist as though he or she were a significant figure in the patient’s past, usually a parent.
Unconscious
A division of the psyche; the repository of psychological material of which the individual is unaware.
Running head: CASE SUMMARY 1
...
Star Wars Sci Fi Essay - PHDessay.com. Template for doing a Write-up on a short story in Sci-Fi. Science Fiction Writing Samples by Education Simplified | TpT. sci fi narrative essay - GCSE English - Marked by Teachers.com. Sci Fi Writing Sample 2016 red. sci-fi assignment | Science Fiction | Entertainment. Sdqessayzue.x.fc2.com - Sci Fi Story Essays. Essay on Science Fiction | English (Extension 1) - Year 12 HSC | Thinkswap. Sci Fi Essay | PDF. lo4 science fiction essay | Science Fiction | Star Trek. Science fiction narrative essay.
Dowry System Essay. Essay on Dowry System Causes amp; Impacts of Dowry SystemStephanie Davis
Paragraph On Dowry System 100, 150, 200, 250 to 300 Words for Kids .... Essay On Dowry System | For all class students | Ontaheen. Essay on Dowry System | Dowry System Essay for Students and Children in .... - dowry system essay in english for class 8.
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Similar to Case Study: Joan and Ann from A Tribe Apart (6)
This document contains promotional text for various children's books mentioning if they are part of a series, who the author is, and the release date. It promotes 10 different books, providing information on 6 books being part of a series, 3 books by particular authors, and 1 being an author/illustrator combination. Dates range from June 5, 2018 to September 25, 2018.
This document provides a summary and list of book recommendations for summer reading from the Lower School Librarian at Carolina Friends School. It includes categories such as picture books, chapter books, graphic novels, novels, books in Spanish, and nonfiction titles. The librarian has selected a variety of books appropriate for different readers and interests within the school community.
Visitors are invited to hike the Kids Loop trail at the Brumley Family Nature Preserve on April 14th between 2-4pm to read a children's story displayed along the path. The StoryWalk was created by Anne Ferguson and allows both children and adults to experience reading while enjoying the outdoors. The event is hosted by the lower school libraries of Carolina Friends School, Duke School, and Durham Academy in collaboration with Triangle Land Conservancy.
Forest & Mountain Reader's Choice Award 2017-18Natalie Harvey
1) This document provides a list of 20 books for students in the Forest and Mountain class to read during the 2017-18 school year to vote for the Forest & Mountain Reader's Choice Award winner.
2) The books are divided into different genres including realistic fiction, picture books, adventure, humor, fantasy, science fiction, and graphic novels.
3) The Forest & Mountain Reader's Choice Award was created for students to celebrate their reading tastes and interests, and students who read at least 5 books from the list will be eligible to vote for their favorite next year.
This document provides a summary of book recommendations from Natalie Sapkarov Harvey, the Lower School Librarian at Carolina Friends School. It includes 3-sentence summaries of various genres including picture books, beginning readers, chapter books, graphic novels, novels, poetry, and biographies that would be appropriate for the school community. The genres span topics such as family, growth, humor, adventure, science fiction and more. The document encourages checking out the selections at the local public library or bookstore over the summer.
Students will read 10 picture books by March and then vote for their favorite to send to a statewide committee, as students choose the books on the award list and vote for the winners each year. Last year over 78,000 students voted, with Gaston receiving the most votes in the picture book category.
The document lists different activities for each day of the week during lunch recess, with Make-It Monday, Storytime Tuesday, Workout Wednesday, and Thinking Thursday mentioned.
This annual report summarizes the activities of the Carolina Friends School Lower School Library for the 2015-2016 school year. It describes the library's transformation into a larger learning commons space, new resources and programs offered, increased circulation and collection, classroom collaborations, special events, the librarian's professional development activities, and plans for future growth of the library.
Check out some of these new books at your local public library or
bookstore this summer! I created this list with a variety of
readers in mind, thinking about our school community,
and including some of my favorites from the year. Happy reading!
-Natalie, Lower School Librarian
Carolina Friends School and Durham Academy Lower School Libraries, in collaboration with Eno River State Park, invite families to hike the 0.5 mile Eno Trace Trail on October 17th between 2-4pm and read a story along the way as part of a StoryWalk project. Attendees should park near the picnic area and follow signs to read pages from a story book posted along the trail. The StoryWalk project was created by Anne Ferguson of Montpelier, VT to encourage reading and being active outdoors.
Carolina Friends School Lower School Library Annual Report 2014-15Natalie Harvey
Natalie joins the Lower School library with a passion for education. She has degrees in elementary education and library science. The library transitioned to a flexible schedule to allow teachers to collaborate with Natalie. The library purchased graphic novels and subscribed to Pebble Go. Students can now check out up to 5 books at once.
Smith Middle School Library Annual Report 2012-13 Natalie Harvey
The library annual report summarizes the activities of the school library for the 2012-2013 school year. It discusses implementing an information problem solving model, reorganizing sections, cataloging materials, publishing a newsletter, and adding literary quotes. Circulation statistics are provided by material type and grade with fiction being most popular. Author visits and clubs/events are mentioned. Goals for next year include an e-book collection, teacher orientation, and reading programs.
The document announces an author event on January 23rd at 3:30pm in the Smith Library. Ms. Pellett and Ms. Sapkarov have tickets available for reserving seats to hear the creator of Bob the Builder speak.
The King School Library Biennial Report summarizes the activities of the King School Library from August 2010 to May 2012 under the direction of Library Media Specialist Natalie Sapkarov. During this period, the library collection decreased in size due to weeding but circulation increased by 3,000 materials. Special events were held and grants totaling $9,705 were received to support new materials and technology, including student response systems. The library curriculum focused on instilling a love of reading and information literacy skills for students in grades K-5.
The document describes the Bluestem Award program for students in 4th and 5th grade at King School. To participate, students can check out one award nominee book per week and must finish the entire book, with one renewal allowed. After finishing each book, students fill out a form to be entered into a monthly raffle. Reading 4 nominees in a row or 6 total earns extra raffle entries or an invitation to a pizza party. The student who reads the most nominees wins a special prize. Votes from the pizza party will be sent to the state to contribute to deciding the overall award winner.
This document appears to be a reading response form for a student. It asks the student to provide the title of the book they read, rate how much they liked it, and then answer one question by circling their choice. The questions ask about the problem and solution, most interesting part, or their favorite character. The form collects the student's name and teacher as well.
Informational brochure about the Bluestem Award for students. Modified from the original resource on ISLMA - http://www.islma.org/pdf/Bluestem2012BrochureTemplate.docx
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Case Study: Joan and Ann from A Tribe Apart
1. Natalie Sapkarov
EPSY 430, section 4
April 10, 2008
Case Study Analysis: Identity Development in Joan and Ann
Adolescence could be considered by some to be the most chaotic and tumultuous stage of
the human life cycle. Change is occurring in every aspect of adolescents’ lives: biologically,
socially, cognitively, and emotionally. With these various changes comes the need to shape one’s
identity, to become someone with distinctive and distinguishable characteristics. Working with
the definition of identity as “a fairly stable sense of who you are that seems to be shared by
significant people in your life and is expressed in various roles” (Ryan), I will examine two
adolescents, Joan Garcia and Ann Smith from Patricia Hersch’s case studies in A Tribe Apart,
and the ways in which their identities are created, supported, and fostered through their
environments and their social networks. Although Joan and Ann share similar influences in their
lives, expressed through their shared interest in the school newspaper and their turbulent home
lives, their identities are uniquely shaped by their personal experiences and coping strategies.
Joan and Ann know each other from working on the school newspaper together.
Although they are not necessarily friends, they work well together to meet their deadlines, and
they both have a passion for the newspaper. Ann’s passion comes from within: “it is something I
feel really strongly about: reporting what happens. People have a right to know what’s going on.
I want to be a part of that’” (Hersch 112). Ann’s enthusiasm for the newspaper represents the
psychological aspect of identity development, having a “stable sense of who you are” (Ryan), as
Ann knows what she is deeply interested in and she pursues it actively. The same is true for Joan,
though her passion for the paper has more to do with feeling a sense of place and belonging
2. Sapkarov 2
within her school and being able to express her thoughts and opinions publicly (Hersch 112). As
both of these girls develop their interest in the school newspaper, they are also developing a part
of their adolescent identities by taking control and exploring their interests. As members of a
collaborative newspaper team, they (as well as the rest of the newspaper staff, and especially Mr.
Ward, their journalism teacher) nurture each other by providing support to develop this interest,
since they are sharing this experience. They both understand the pressures and thrills of working
on the newspaper and are able to both commiserate and celebrate their pitfalls and triumphs
together.
Another key similarity between Joan and Ann is represented in their home environments.
Because they both have younger siblings and they both have caregiver relationships with their
siblings (Arnett, “Family” 190), Joan and Ann often have adult responsibilities such as knowing
where their siblings are and that they’re safe as well as household chores such as cooking and
cleaning. This affects their identity development because it forces them to “grow up” at a much
quicker pace, imposing more changes than are usual for adolescent development, which is
already a stressful enough time as it is. When it comes to their parents, Joan and Ann both have
authoritarian parents who have exceedingly demanding expectations of their daughters, showing
little support or affection (Arnett, “Family” 194). Ann is luckier, however, as she has a second
family consisting of her father and stepmother, though they live far away, who actually do
support and care for her. Even though the two girls hold these characteristics in common, Joan
and Ann develop unique identities, owing to their personal experiences as individuals.
Joan lives with her father and younger brother, moving to Reston after her mother
abandoned the family when Joan was only ten years old (Hersch 210). From this point, “Joan
was expected to become the woman of the house, to clean, cook, and take care of her little
3. Sapkarov 3
brother” (Hersch 210). Her father kept her isolated in the house, not allowing her to go out with
friends, and busied her with household chores that were meant for women (Hersch 210). Her
father not only expected Joan to come home after school to take care of her brother and the other
household duties, but he also did not offer her any encouragement or affection. As a key player
in her identity formation, Joan’s father took a backseat in supporting his daughter and instead
relied on her to support the family in various ways. Because her mother was also absent, Joan
had no adult family member to go to with her stresses and problems. Therefore, as Joan was
negotiating the multiple and complex aspects of her emerging identity, she only had herself as a
support system, which is certainly not enough considering the amount of change she was going
through.
Joan’s early adolescence was spent in isolation when she most longed for friends. In fact,
“friends become increasingly important people during adolescence—the source of adolescents'
happiest experiences, the people with whom they feel most comfortable, the ones they feel they
can talk to most openly” (Arnett, “Friends” 225), but Joan was not able to develop this type of
intimate relationship. Her peer influences on her identity consisted of acquaintances she had at
school, people she could not open up to and people who she felt separate from. By not having
this normally positive adolescent experience, Joan missed out on having that support from close
friends in forming and fostering her identity. Because she relied on herself, Joan had to learn
how to cope with her situation.
Over time she came up with a solution. The problem, as she saw it, was that she
had taken whatever life dished out. No more. She decided she was going to fight
back. When she was twelve, she moved to Reston with her father and brother. ‘It
was an opportunity for me to make a whole new person of myself.’ (Hersch
210-1)
4. Sapkarov 4
Her solution, however, was not the most productive nor the most well-adjusted response to her
situation in life. She lashed out her anger at people, bullying kids at school, and starting fights.
She put on a “tough girl” attitude and no one dared mess with her. For a time, Joan tried on the
identity of this hard, carefree, violent girl, which represents the behavioral aspect of identity, that
which is “expressed in various roles” (Ryan). But after an incident with a boy at school where
she pushed the limits of how much she could hurt people, Joan had a change of heart and decided
to cast this bad attitude aside and begin exploring who she really is because “if adolescence is
about trying on different identities, maybe it was time for her to be someone else” (Hersch 212).
During this time, Joan enlisted the support of an old friend from middle school, who “became a
lifeline” and “got her through her transition” (Hersch 213-4). Joan finally had someone in her
life who would care for, support, and nurture her in her pursuit of figuring out her true identity.
What, then, was the outcome of this early adolescent’s identity searching process?
In the last months of her freshman year, the real Joan began to emerge. She
started dressing in long skirts and Indian tops. She changed her hairstyle […] She
stayed true to herself, communicating in kinder ways, smiling more, doing things
for people, and pretty soon she developed a new set of closer, more gentle friends.
(Hersch 214)
It seems as though Joan has successfully navigated her identity voyage and become the person
she wants to be. I will note briefly, however, that Joan’s journey does not in fact end here and
instead takes her through a whole new set of rollercoaster rides, with a bout of depression and
attempted suicide, common to teenage girls in her circumstances (Steinberg 464). For the sake of
this analysis’ purpose, though, I will move on to Ann’s identity process.
Ann’s home life is just as stressful as Joan’s. Instead of an absentee mother, Ann has a
control-freak of a mom. Her parents are divorced (and both remarried), but her father lives in
Florida, so Ann doesn’t get to see him as often as she would like. Her mother, like Joan’s father,
5. Sapkarov 5
has high expectations of Ann, not allowing her to be on the cross country team because her
grades weren’t good enough (Hersch 313). Ann also has to constantly worry about her younger
sister Courtney, also in high school, because her mom expects her to know her whereabouts at all
times. She has never received any encouragement from her mother and is either being neglected
or put down. She is not given any freedom but is supposed to assume adult responsibilities. In
regard to Ann’s identity development, “in the optimal situation, parents will reinforce and
stimulate this process of growing autonomy, self-determination, and independence” (Eccles et al.
97)—it is clear, however, that Ann does not live in this ideal environment. Her home
environment is best described in this passage:
Theirs is a home where everybody lives together separately, the lines of
demarcation drawn by the parents. They generally eat individually […] The house
is staked out into territories for the children and the adults […] There is no place
they feel at home except their bedrooms, and even there their mom feels free to
intrude and snoop at will. (Hersch 201-2)
Suffice to say, Ann’s family, the people who she lives with, is not supporting Ann’s identity
development in any positive way, if only to provide an example of who not to be.
This is puzzling, though, because Ann actually has a very strong personality and seems to
know exactly who she is and who she wants to be. She has firm opinions and wonderful
nurturing qualities that her mother certainly doesn’t have—where did they come from? Ann
“thinks she learned to be loving and nurturing from her grandparents” (Hersch 203), and she also
has a great relationship with her dad. She has a steady boyfriend, Ron, of two years, who has
been a source of conflict with her mom because of his race, but mostly has had a positive impact
on her life because he is someone she can talk to and be intimate with (Hersch 195). Because
Ann does not like to be at home, she spends much of her time babysitting and has developed
good relationships with the parents of the children she sits for, who offer her encouragement and
6. Sapkarov 6
kind words (Hersch 322). Ann also has several good girlfriends, most notably Linda, “who’s
been with her through thick and thin,” consoling her when her home life was unbearable and
offering solace to her worries (Hersch 322). With all of these supportive influences in Ann’s life,
it is no surprise that she has developed a clear sense of who she is: nurturing, dependable, strong-
willed, caring, and outspoken. Looking at the behavioral aspect of Ann’s identity, that which is
“expressed in various roles” (Ryan), we can see these traits evidenced in her diligence and love
for babysitting, her willingness to help her friends in any situation such as scheduling an abortion
(Hersch 196-200), and her work on the school newspaper.
After reviewing the psychological and behavioral aspects of these two girls’ identities, it
is time to look at the social aspect, that which is “shared by people in your life” (Ryan). Because
the girls know each other and are a part of each other’s lives, I thought to demonstrate this
concept by showing what each girl thinks of the other. When Ann describes Joan, she says that
she is:
a very nice person, and great listener. She is extremely sweet and nonjudgmental.
That is why everybody finds it easy to get along with her, although, she is a little
environmental and that bothers people after awhile, but that is just one of her
quirks like we all have. (Hersch 105-6)
Joan comments that Ann “didn’t take bullshit from people and told it like it is,” which is close to
how Ann thinks others see her (Hersch 106). Although these are only small bits of the girls’
identities, they seem to be stable enough that they are being conveyed to the people in, even
those on the outskirts of, their lives.
Identity development in adolescence is a complex process, intertwined with the
everydayness of adolescent development and influenced by anything and everything important to
adolescents. Joan and Ann shared many of the same influences in their lives, but they grew as
two separate individuals, coping with their situations differently and growing into two very
7. Sapkarov 7
different adolescent girls. From the shared interest of being on the school newspaper and similar
home environments, Joan and Ann branched out into their own worlds and dealt with different
situations, contributing to their process of identity formation. Because Ann had more positive
influences in her life, namely more positive people to nurture and support her, her identity
seemed to flourish and then stabilize throughout the course of this case study. Unfortunately,
Joan experienced a bit more turbulence in her life, and even though she did reach a point where
she could learn to be herself, she did suffer from depression, unable to cope with the changes in
her life. The process, however, does not end at the close of this study. Identity development, I
believe, is an ongoing practice, as identities fluctuate and naturally, people change. After all, it is
the process and the influences in our lives which make us who we are.
Works Cited
Arnett, Jeffrey Jensen. “Family Relationships.” Adolescence and Emerging Adulthood: A
Cultural Approach. Upper Saddle River, NJ: Prentice-Hall, 2001. 185-200.
---. “Friends and Peers.” Adolescence and Emerging Adulthood: A Cultural Approach. Upper
Saddle River, NJ: Prentice-Hall, 2001. 225-236.
Eccles, Jacquelynne S., et al. “Development During Adolescence: The Impact of Stage-
Environment Fit on Young Adolescents’ Experience in Schools and in Families.”
American Psychologist. 48 (1993): 90-101.
Hersch, Patricia. A Tribe Apart: A Journey into the Heart of American Adolescence. New York:
8. Sapkarov 8
Ballantine, 1998.
Ryan, Allison. Identity development lecture. Mumford Hall, University of Illinois at
Urbana-Champaign. 14 Feb. 2008.
Steinberg, Laurence. “Psychosocial Problems in Adolescence.” Adolescence. New York:
McGraw Hill, 2008. 434-469.