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essay on lifespans Running head: LIFESPAN INTERVIEW. Lifespan Interview with a Focus on sega essayer sanz the Effect of Dystonic Outcomes in. Erickson’s Stages from Infant to Adolescent on later Lifespan Development. Northern Arizona University - Yuma. This interview documents the lifespan development of a 70-year old female with a focus on the observed affect of any dystonic outcomes of Eric Erickson’s first five stages of personal development on the quality of identity formation during adolescence and cpm homework help, its affect on later developmental stages. The focus of the interview was the essayer toi, completion of research papers and essays 34 questions designed around documented systonic and dystonic outcomes of sega sanz toi Erickson’s first five stages. The subject demonstrated a clear 1st stage dystonic outcome resulting in the castle essay, a pattern of mistrust in adolescence resulting in identify confusion. This led to essayer toi, a failed marriage, isolation, and a present-day “stagnation” in Erickson’s 7th stage.
Intervention, should it be desired, should consider re-establishing trust through consistent and supportive exploration of the essays for college, subject’s issues with relationships. Lifespan Interview with a Focus on the Affect of Distonic Outcomes in. Erickson’s Stages from sega sanz Infant to Adolescent on later Lifespan Development. The Lifespan Interview. The lifespan interview was conducted with a single female, 70 years of age. The purpose was to document the subject’s lifespan history with recollections of important or significant events in her development.
Focus of the Interview. The focus was to identify any distonic outcomes during any of the 1st five stages of Eric Erickson’s 8 stages of personal development. (Muuss, 1996:42) leading to his fifth stage, the niefs resume, establishment of sanz identity (See Appendix for complete list of focus questions). It was hoped that the aids paper, questions could isolate specific areas and incidents that may have hindered any one stage of development thereby influencing the subject’s later view of adolescence. This focus is inspired by Erickson’s emphasis on the identity crisis as the “psychosocial aspect of adolescing.” (Erickson, 1968:91) This taxonomy of adolescence requires the sega essayer, active coalescing of cpm homework answers previous stage outcomes to form an identity or identity confusion, which would form the basis for future physiological growth and social responsibility. Sega Sanz Toi. All the stages that precede this stage end with some degree of a resolution of conflict, however, the degree and answers, quality of identity established in sanz, adolescence is important because it the first experience of identity. The interview structure was designed to test the theory that later year views of research and essays life and recollections of adolescence would be influenced by sanz any identified distonic outcomes in Erickson’s first four stages.
The interview was conducted by research telephone in one interview lasting approximately 2 hours. The request for approval to interview was completed by e-mail. The subject was informed that the sega, purpose of the interview was to niefs resume, obtain her recollections of sega essayer her lifespan with specific emphasis on adolescence. The interview was taped with permission. The subject was asked a series of general questions for the purpose of establishing the subject’s personal history. The subject was also asked to list the major highlights and cpm homework help answers, major disappointments of her life. Following this, the sega essayer, subject was asked 34 focus questions. The interview was then concluded. Focus Question Methodology. The focus questions were developed to coincide with Erickson’s first five stages of development: (1) Trust v. Mistrust, (2) Autonomy v. Shame, Doubt, (3) Initiative v. Guilt, (4) Industry v. Inferiority, and help answers, (5) Identity v. Identity Confusion (Erickson, 1968). Essayer Sanz. The questions were based on niefs resume outcomes of both systonic and dystonic conflict resolutions of sega essayer toi each stage documented by Rolf E. Aids Intro. Muuss (Muuss, 1996) and Eric Erickson (Erickson, 1968).
It is assumed that dystonic expressions in statements relating to each phase would contribute to some degree of identity confusion in adolescence as well as later life and perhaps provide some guidelines to sega essayer sanz toi, a review of the subject’s lifespan development. Stage 1 Questions. Because the major developmental crisis of this stage of development is papers trust, the central approach in this phase was to sega essayer, test the degree the subject is a trusting or mistrusting person (Muuss, 1996:47). This included the subject’s trust of others and for college english, herself. Time confusion was tested both directly by questions of sleeplessness and goal setting. Stage 2 Questions. Questions in this stage tested the sega essayer sanz, subject’s response to issues involving autonomy and independence and aids, self-doubt.
Questions tested the degree of retentiveness and stinginess as well as cooperation. Confidence in essayer sanz, work achievement as well as vulnerability and defiance of law school essay length authority was tested in this stage. Stage 3 Questions. Stage 3’s contribution to identity involves the essayer sanz, successful development of purpose through initiative and the castle, curiosity. Sega Toi. Questions in this area tested the subject’s degree of enthusiasm with regard to ambition, curiosity, and niefs resume, initiative. Stage 4 Questions. This stage involves accomplishment and the feeling of success, approval, and sega sanz, recognition with regard to tasks.
Stage 4 questions centered primarily on a general sense of competency and inferiority as well as success in school during this phase of lifespan development. Stage 5 Questions. Questions in cpm homework, this phase tested the subject’s direct experience of sega sanz toi identity. During this phase a person assesses strengths and weaknesses, becomes involved in active planning for the future, becomes aware of the diffusive conflicts of identify formation, and experiments with love relationships. The subject’s reaction to essays english, these questions would provide important clues to the characteristics of her struggle during this phase. Overview of Lifespan. The subject is 70 years old Caucasian.
She wished to sega essayer sanz toi, remain anonymous. The subject will be referred to as “Ruth.” She was born in cpm homework help, Wilmington, Delaware. She is the oldest of four children; two younger sisters and a younger brother. Her parents are deceased. She now lives in Middletown, Delaware approximately 30 miles south of Wilmington, Delaware. She is single having been divorced in 1979 and has not remarried. She was born on Broom Street in Wilmington, Delaware. Sega Essayer Sanz Toi. Her earliest recollection is at the age of english approximately 3 years old when she simply walked down the street and essayer sanz, took the bus about research paper intro two miles into center city to go to the local candy store. An event like that would certainly never occur today, nonetheless, she doesn’t not recall any obstacles to her adventure. The local candy store was called “Reynolds” and had all the chrome and sega essayer toi, mahogany fixtures of a turn-of-the-century candy store. At the alertness of the owner, the police called her parents and they came and took her home.
Later, when she was 4 years old, her family moved to a small farmhouse outside the city. Her father’s mother lived with the family. Essays English. That was her first recollection of a history of family arguments precipitated by her mother. Apparently, her mother, at the time, was extremely underweight after the birth of her second daughter and was ordered by the doctor to essayer sanz, drink cream. One night her mother came into the kitchen and found her mother-in-law drinking the cream. This caused a huge argument resulting from the expulsion of the mother-in-law from the family. The family then re-located to essays for college, Chester, Pennsylvania for several months while their new home was being constructed. This was her mother’s family. Sega. The subject did not recall much about research this period, except to indicate that due to the cramped circumstances, it was not pleasant. When Ruth was 5 years old, the family moved into a new home in sega essayer, a neighborhood called “Swanwyck” about law school 9 miles south of Wilmington, Delaware.
It was a new neighborhood and her earliest memories are of trying to make friends with the children her age. One girl down the street was “rough” and Ruth’s mother made her “defend herself” by standing up to her confronting behavior. Ruth did not like doing that and never made friends with the girl. When another girl her age moved into the neighborhood, Ruth’s mother told her to hurry to make friends with the new girl before the sega sanz toi, other girl did. It was too late, the other girl befriended her first. Ruth’s recollections from this time until 7th grade are of cpm homework a mother who was involved in the local garden club and very active with scouts. Life was routine. She went to school.
Her father was an engineer with the DuPont Company. The family was considered upper-middle class. Ruth did well in school and everything at home was recollected as normal with an sega essayer toi, occasional loud argument between her parents. Her first major disappointment in life occurred during this period. Since her mother was in the garden club, both Ruth and research papers and essays, her sister decided to grow a garden and enter a neighborhood garden contest. Sega Essayer. Ruth spent a lot of research and essays time with her garden. Her sister did not care for her garden and, according to Ruth, it was just weeds. When the judges came, they gave an award to her sister, not Ruth.
She was emotionally devastated. Ruth indicated that adolescence began with her menstruation in 8th grade. It ended when she began working at age 17 between her junior and sega essayer sanz toi, senior year in high school. The beginning of adolescence in 8th grade was marked by the school using her as a substitute teacher in the lower grades when the teachers were absence. “I did that a lot”, Ruth stated. It was a remarkable accomplishment and the castle, recognition of sega essayer sanz her success in school. Paper Intro. She also remembers learning algebra and “falling in love” with math. Sega Essayer Sanz. Algebra was easy for her and essay, through the rest of her schooling she excelled in math and science. During this period, Ruth babysat for some extra money for herself.
Her first year in high school was a positive experience. The school had the best football team in the state. She excelled in school and had good relations with her friends. In her first year in sanz toi, high school she began working at aids research paper a local 510 store. Around this time, Ruth became aware that her parent’s fights were about essayer sanz her. According to english, Ruth, both parents drank a lot.
Her mother would always fight over money. Her mother would be obsessed with confronting any spending that did not involve her. If any money was spent on anyone else, she would become extremely angry. Sanz Toi. Her parents would argue so violently that her father would rush out of the house in anger and not come home for a few days. As a result of these arguments, between her 9th and 10th year in high school, Ruth ran away from home for over two weeks. She went to niefs resume, her uncle’s in Chester, Pennsylvania.
Her father picked her up and essayer toi, no one in the family spoke of or mentioned the incident. Ruth indicated that from that time on, her mother pretty much left her alone. In her 10th year in high school, the school accepted students from another part of the county. This started cliques between the the castle essay, local students and the others. Essayer Sanz. Ruth would have nothing to do with it and chose to isolate herself from the castle essay intimate friendships at school. She used to take the bus to town and go to the dances there. She started dating older boys from sega sanz toi other schools. She dated a “Wilmington hood”, but her mother intervened and it ended quickly. Ruth’s second major disappointment occurred during this period. The school was going to start a cheerleading team. Ruth and all the girls began to train and practice for niefs resume the team.
She looked forward to it with great enthusiasm. However, in the end, the essayer toi, teacher put all the candidates names in a hat and choose the team by chance. Ruth was not picked. Essays For College. She was devastated. What hurt her most was the girls that never practiced got the job. During her 10th year, Ruth did extremely well in essayer toi, school and worked at a dress shop in the evening to earn money for herself. She began driving when she was 17. Her mother would not let her drive earlier because she did not earn enough money to pay for her own insurance.
This was Ruth’s self-declared end of adolescence because she could drive, she was earning money, and her mother was leaving her alone and let her be independent. Ruth, however, admitted that she knew absolutely nothing about sex. Essays English. Nonetheless, this was a fun time for her. She went to all the dances in the neighboring town, dated a lot of essayer boys, and paper, had fun. She went to another high school dance every Friday night to sega essayer, watch Bill Haley and the Comets before they became famous. When she was 17 year old, she met “J.T’. He was 21 and was in the Air Force and based nearby. She ended the admission essay, engagement after one week because she wanted to go to essayer toi, college and answers, he would probably be sent somewhere else with the sanz toi, Air Force.
She knew she would go to college. Ruth’s third major disappointment came during her senior year, when she was 17. She was publicly picked a the top student in the graduating class, the Valedictorian. However, a few hours later, the teacher called her into help answers the office and said a mistake was made. Ruth was second, the sega sanz toi, Salutatorian. Ruth was devastated.
She then went to the University of Delaware as planned. She lost her scholarship because she did not maintain a 3.5 grade average. After her first two semesters, when her mother found out her father was giving her $20 a month in spending money, violent family fights erupted. Ruth dropped out of college to avoid the trauma. She never went back. For a short period after college, Ruth lived at home, had her own car, and worked. She went to the beach to party each weekend. It was a very pleasant time for her. This is when she met her future husband.
He was handsome and a very sociable person. They had boats, went water skiing, met friends, and had a wonderful time. Aids Intro. This is when Ruth had her first experiences with sex. Essayer Sanz. She was 21. Ruth and Tommy got married when she was 23. According to Ruth, the research paper intro, relationship was perfect in essayer, every way. She bought a dress shop and help, opened her own business.
It was successful. She went to sega essayer sanz, New York a lot to buy clothing for the store, they had affluent friends, had parties, took up flying and boating, and had plenty of money. Life was great. After 15 years of marriage, however, she found out her husband was a “womanizer.” “He was so bad, near the end, he would even ask women on dates with me present”, Ruth said. She still hears stories about his amorous adventures.
He was adulterous during the entire marriage. Cpm Homework Answers. She became suspicious when her husband started accusing her of cheating on essayer sanz toi him. The accusations were so bizarre that she became worried. Niefs Resume. It reminded her of how her mother treated her. Ruth divorced her husband in sanz, 1980. She remembers sitting on a step with him and hearing him say: “All these years, I have never wanted to be married to you, but now I do.” It was too late.
This was her fourth disappointment in length, life. After the sega sanz, divorce, Ruth sold the dress shop, worked in research intro, a variety of temporary jobs and became involved in the local astrology movement. It gave her support and consolation during this period. Four years later, she was “hooked” on essayer sanz toi the subject and its message and went to the annual meetings. She became the regional coordinator, responsible for several states and essays english, eventually coordinated the national meeting.
Ironically, she points out, the conference chairperson’s name was picked out of a hat. Ruth now supports herself as a professional astrologer. She travels a lot, has many friends, and sega essayer toi, loves teaching the niefs resume, astrology business. She has even skydived. She has never remarried and she says she never will. She has had some dates with men, but they always have problems. She can’t figure it out, she just doesn’t trust them. Major Highlights and Major Dissapointments. Ruth’s recollections of adolescence center on her mother and her disappointments as well as the highlights. Her positive experiences were all adventures. Her trip to Reynolds’s candy store was an adventure.
The time her maternal grandmother took her to Philadelphia to buy clothes was an adventure. The dances and fun for her were an expression of sega essayer independence and excitement. Her disappointments all had a common theme: don’t compete, or you will be disappointed. The garden contest, the cheerleading, and change of honors status hurt her deeply. The conspiracy of her marriage devastated her. To this day, Ruth will not compete in anything. Ruth stated that she later realized that her mother was a manic-depressive alcoholic. She indicated that when she was an adolescent, she should have confronted her mother sooner. It might have made a difference.
She wonders why she can’t be intimate with men. The Castle Essay. She considers herself bright, competent in her field, having fun, and, as always, never has any worries about sega essayer money. She has always made it on her own. Focus Question Results. Stage 1: Trust versus Mistrust. A total of 10 questions cover this stage of the castle essay development. The first series of questions addressed the issue of the toi, extent of trust in a variety of help answers relationships. Asked when she was an adolescent, did she trust her mother, father, and friends, Ruth indicated that she trusted her mother because she told the sanz toi, truth, but she could not rely on help answers her to sega, keep her word. For example, if her mother said she would give her a ride, she would later say no. Ruth could not trust her mother to keep her word. She was ambivalent about admission essay her father.
During adolescence, Ruth trusted her father. He was smart and sega essayer toi, gentle, however, later in admission length, life she found out he was a womanizer and had rented an sega toi, apartment in town as a hideaway from the family fights and his adulterous activities. She indicated that his behavior modeled the wrong behavior and led her to make wrong decisions with men. Ruth trusted her female and male friends and cpm homework help answers, especially trusted her own abilities. In responding to questions that attempted to help her articulate her view of her identity as an adolescent, she described her identity as smart and accomplished. She knew she was the “class brain”, but beyond that, at that time, didn’t know what identity was and “it was not a big deal.” When Ruth was asked what were her expectations of her mother if she asked for something, she responded: “absolutely no”, but clarified it by stating that her mother typically cooperated with her in, for example, purchasing her prom dress and sega essayer sanz toi, other items. However, when she began to drive, her mother would give her nothing. Because a child learns about giving through interaction with the mother during this stage (Erickson, 1968: 99), Ruth was asked if, during adolescence, she was a “giving” person, if her personality was altruistic.
She would help with homework, but that was expected. No one got into trouble, so there was no need. In later life Ruth describes herself as a very giving person. With regard to research paper intro, the question concerning the dichotomy between mutual cooperation and sega essayer toi, trust and isolation, Ruth responded that she did not have problems with her peers, but she did have important friends outside of help answers school and dated older men who were not her schoolmates. The final question in this stage explored the dimension of sanz toi time confusion and, as an exploratory question, asked if she had trouble going to sleep at night. She indicated she did not. Stage 2: Autonomy v. Shame and Doubt. Responding in cpm homework answers, this area, Ruth indicated that she felt affection for her father because of his gentleness as well as affection for sega essayer sanz toi her friends. With regard to time, she indicated that she was always punctual, calculated time in her head, and was always organized. Nonetheless, she stated that she “never had a goal in my life.” School was extremely easy and law school admission essay, required no planning for homework or special projects.
She managed her adolescence day-by-day, however looked forward to essayer toi, the weekend dances. Her relationship with money has never been an issue. English. She has always earned and saved money, but never got too concerned about it. She tends to give money rather than hoard it. Ruth indicated that she discarded everything. She even did not save her prom flowers. With regard to cooperation, Ruth generally feels that she should do things herself because she can do it faster. She always did the major tasks alone. She would, however, cooperate with peers by starting up a girls baseball team in high school that later turned into sega toi an intramural team and she wrote and directed plays. She did get her most respect through cooperation. Ruth indicated that she freely participated in class, but that the teacher never called on her because she knew she knew the answer.
She was always certain she was making the correct decisions and for college english, was never ashamed as an sega, adolescent. She was never afraid of being in cpm homework answers, an exposed or vulnerable situation. With regard to authority, Ruth indicated that she never was defiant of authority, but explained that at the age of 14, she ran away from sanz toi home for two weeks. For College. She explained that this was not so much defiance, but rather an unwillingness to tolerate her being the subject of constant family fights. When asked if she ever tried to get away with things if she couldn’t get caught, Ruth responded that she would weigh the consequences of sega toi each action and if she could handle the potential consequences, she would do it. Finally, with regard to her perception at the time of adolescence toward her development as an adolescent, she felt at the time that the other peers were more immature, “silly”, and cpm homework help answers, she looked forward to being 16, then 18 years old. Sega Sanz. Her perception in later life is niefs resume that she was behind with regard to social development.
Stage 3: Initiative v. Sanz Toi. Guilt. There were only papers and essays two questions in sega essayer toi, this section. Both tested Ruth’s attitude during adolescence about initiative, curiosity, and ambition. She responded that she not only essay liked new initiatives, but also created them if they weren’t there. She was very creative and did not hesitate to embark on new initiatives. She was extremely curious about science and how things worked. She stated that she felt very ambitious about becoming a cheerleader, but did not consider work a result of sega essayer sanz toi ambition. Work was a necessity.
Ruth indicated that she showed no ambition regarding setting goals, she could handle any opportunity that came along. Stage 4: Industry v. Inferiority. Responses to law school admission length, these questions were uniform. Ruth was an accomplished student. Sega Essayer Sanz Toi. She felt competent, but did not have an overriding need to be praised. She indicated that her mother put her in help answers, charge of everything.
With regard to inadequacy, she indicated that she felt the normal sense of sega periodic inadequacy any girl would feel going through adolescence, but she never had a general feeling of inadequacy. Research Intro. She felt and acted very competently. Stage 5: Identity v. Identity Confusion. When Ruth was an sega essayer toi, adolescent, she never remembers assessing her strengths or weaknesses. When asked what she wanted to do when she grew up, she responded “everything.” She wanted to go to college, be a biologist, a scientist, even an actress and adventurer. She said her mother asked her that question and in response to how she could do it all, she responded: “I will live long enough to cpm homework help, do it all.” Since identity can be found only in sega, interaction with significant others (Muuss, 1996:52), Ruth was asked about the extent of her peer group involvement. Law School Admission. She responded that in essayer toi, 8th grade, she interacted extensively, however, when the new girls came in from a nearby town, she began to disassociate with them.
She indicated that all they wanted to do was go steady and wear makeup and be a “social butterfly.” She said she avoided peer pressure and dated boys outside of school. She did interact extensively with outside friends, but not so much within the school setting. With regard to goals, Ruth repeated that she did not have goals, however, she did want to aids paper intro, go to essayer toi, college. Niefs Resume. She stated that at the time, she never wanted to get married because she could not tell which boy was better than the next. She wanted independence. She did indicate that she had a relationship with a boy. They were very close in 7th and 8th grade.
He was shy. Sega Essayer Sanz. Ruth rejected him later because he wouldn’t go to dances. She considered him boring. She lost interest. She was asked if she had something in her life that she was strongly committed to. Research. Something she was willing to commit to. She stated that “getting ready to go to college” was important.
She asked all kinds of questions about getting there and wanted to go. When asked how she would answer: “Who am I?” when she was an adolescent, she stated that she would say that she was the best in toi, the class, popular, and someone who danced all night, but that was something she never was concerned about. For College English. In responding to: “Where are you going?”, she responded: “To college.” She wanted a scientific life, but it didn’t happen. Finally, she responded emphatically that she never was concerned with or pre-occupied with the opinion of others. A review of this subject’s lifespan offers an toi, interesting example of cpm homework answers Erickson’s epigenetic principle of development, which emphasizes the “developmental interaction between maturational advances” (Muuss, 1996:43), that every stage is developmentally related to the previous stage. In each stage, the outcome of the sega essayer sanz toi, conflict is either positive or negative and becomes the more dominant part of the essays for college, ego affecting further development through the subsequent stages (Muuss, 1996:46). This case study shows the possibility that a dystonic outcome in one stage does not automatically distort a subsequent stage, but rather, may manifest its influence as other related parts of identity development begin to form an identity in Stage 5. Specifically, a clear outcome of mistrust in Stage 1 appears, with this case study, to later manifest its dystonic influence during Stage 5 by creating a distancing to interpersonal relationships thereby causing identity confusion. A discussion of each phase follows.
Stage 1 Discussion. There appears to be a serious absence of trust between mother and daughter. It has been shown that early parental responsiveness in sanz toi, the first year and a half of development provides a foundation on which children feel their needs will result in predictable, supportive responses thereby developing trust in their parents and the castle, environment (Landry, 2001). The subject’s initial trust of the father that is eroded beginning in adolescence creates additional negative underpinnings with interpersonal relationships creating mistrust and distancing beginning in adolescence. As mentioned earlier, this mistrust interferes with the quality of essayer toi interpersonal reciprocation needed for identity formation.
The subject stated she had close relationships with school peers prior to adolescence, but later found friends outside the school environment with older more mature friends. The subject appeared to rationalize her distancing by niefs resume finding offense to behavior characterized as “wearing make-up”, “going steady”, and “acting silly”, which are typical behaviors associated with exploring intimacy, the very behavior she was avoiding due to the paralysis created by the mistrust. Stage 2 Discussion. The subject responses showed no overt negative outcomes during this stage. Her sense of independence and confidence was extremely high. She appeared to have unquestioned trust in herself. The fact that she took a bus into town at 3 years old shows a high level of independence and self-assuredness. She was so sure of herself that she was a substitute teacher when she was in sega, eighth grade. The discussion suggests the possibility that success in this stage created a strong positive outcome in autonomy relegating mistrust solely to papers and essays, external relationships rather than affecting the perception of sega essayer toi her own ability, but this would require further investigation.
Stage 3 Discussion. Responses with regard to initiative v. guilt also manifested no dystonic outcomes in this stage. The subject’s perception of initiative was almost unlimited. The case study, however, did not test any actual pre-adolescent experiences that might have identified issues with role experimentation essential during this period of development. Stage 4 Discussion. With regard to the development of the sense of industry, again, the subject manifested superior mastery of this stage of development. The subject was an accomplished student and law school admission length, showed no indication of inadequacy or inferiority.
Observation suggests that future analysis consider the possibility that this superior level of success was not an overcompensation for latent issues with mistrust. Stage 5 Discussion. During adolescence, the subject described no signs of any identity crisis. Sega Essayer Sanz Toi. There is no indication of aids paper intro conflict with role identity, goal conflict, value conflict, or intimacy conflict resulting from experimentation. Comparing this to James Marcia’s taxonomy of adolescence (Muuss, 1996:59), the subject appears to sega essayer toi, fit into the “identity-diffused” conceptual structure because there is no crisis, identity is not a significant issue, and it was not resolved. Cpm Homework. However, the subject’s commitment to going to sanz, college suggests that a better conceptual fit would be Marcia’s “foreclosure” status that also does not manifest a crisis, but the commitments were embraced without working through fundamental personal questions, values, and choices. Further inquiry concerning the origin of the subject’s desire to admission, go to college may have confirmed an indoctrinated belief. When reviewing this subject’s lifespan development, there is a clear indication that mistrust in the earliest stage of development apportioned to sanz toi, the identity crisis in adolescence an for college english, offsetting need to trust in others.
Ironically, this need precipitates a fear of a trusting relationship that paradoxically expresses itself as mistrust (Erickson, 1968:129). Without conflict to confront this dystonic contribution to personality, the subject is foreclosed to any real intimacy, a requirement for identity achievement. The subject’s lifespan development at the present time appears to fit “stagnation” in Erickson’s 7th Stage, however, with the onset of an external crisis, like loss of income due to sega, health, the subject may be forced to deal with the essay, symptoms of despair characterized in the final stage of development. Intervention, should it be desired or required, might consider establishing a very strict, consistent, and responsive interpersonal relationship aimed at reenacting identity exploration and formation. This context would establish a structure of trust until the original mistrust could be confronted and ameliorated. This subject has a high degree of personal trust and feeling of competence which would support intervention, however, one would expect that if the personal autonomy is an overcompensation, disillusionment in essayer sanz toi, this area might be expected. The below questions were developed in conjunction with the description of essay Eric Erickson’s 8 stages of development. Sanz. The first numeral indicates the stage of development; the second the question number. 1.1. When you were an adolescent, did you trust your mother?
1.2. Research Papers. When you were an sega essayer, adolescent, did you trust your father? 1.3. When you were an adolescent, did you trust your female friends? 1.4. When you were an adolescent, did you trust your male friends? 1.5. Research Paper Intro. Did you trust your own abilities?
1.6. How do you describe what your identity was as an adolescent? 1.7. If you requested something from your mother what were your expectations, what type of sanz response did you expect? 1.8. Can you remember during adolescence any examples of “giving” in the altruistic sense, to someone else? 1.9. Essays. How do you describe your relationship with peers during adolescence?
Did you trust them? Was there mutual recognition (v. isolation)? 1.10. As an adolescent, did you have trouble going to sleep at night? 2.1 As an sega sanz, adolescent, describe how you felt about affection? Time?
Money? 2.2 Did you tend to hoard things or discard them? Did you throw stuff out of car windows? 2.3 When you did projects or other work as an adolescent, did you prefer to do it by yourself or get help from friends or peers? 2.4 Did you get the most respect through cooperation or insistence? 2.5 In high school, did yhou tend to answer questions freely or wait until you were called on? 2.6 Were you proud of your accomplishments? 2.7 When you made personal decisions, were you certain you were doing the right thing? 2.8 Where there times when you were ashamed as an law school essay, adolencent? 2.9 Were you ever afraid of being in sega toi, an exposed or vulnerable situation? 2.10 Did you ever try to for college, get away with things if you couldn’t get caught?
2.11 With regard to your progress through adolescence, did you feel you were behind time? Needed more time? 3.1 Did you enjoy and look forward to new initiatives? 3.2 As an sanz toi, adolescent were you curious? Were you ambitious? 4.1 As an adolescent did you seek and get recognition of work well done? 4.2 Did you have feelings of inadequacy or inferiority?
5.1 When you were an adolescent, did you remember assessing your strengths and weaknesses? 5.2 What did you want to be when you grew up? 5.3 Did you have a lot of peer group involvement? 5.4 In adolescence, what were your goals as an cpm homework help answers, adult? 5.5 Did you have a love relationship as a teenager? 5.6 What is so important in sega essayer sanz, your life when you were an adolescent that you are willing to commit to it?
5.7 If I asked you when you were an adolescent “who am I”, what would you have said? 5.8 If I asked you when you were an adolescent “Where am I going”?, what would you have said? 5.9 As an adolescent, were you pre-occupied with the opinion of others? Erickson, Erik H., (1968). Identity Youth and Crisis. New York, New York: W.W. Norton Company.
Landry, Susan H., Swank, Paul R., Assel, Mike A., Smith, Karen E., Vellet, Sonya (2001). Admission Essay. Does Early Responsive Parenting Have a Special Importance for Children’s Development or Is consistency Across Early Childhood Necessary? Developmental Psychology, 37, 387-402. Muuss, Rolf E. (1996). Theories of Adolescence (6th ed.).
New York: McGraw-Hill.