-
Birth/Introduction pt.2
I have two younger brothers, Karsen and Kellan. I have extremely poor early memory, so I cannot for certain say what the earliest memories are. The possibilities could also be corrupted, as some memories are artificial, coming from stories from my parents. -
Birth/Introduction pt.1
My name is Kohl Hanna, I was born December 3rd, 2002 in Wadsworth, Ohio. My father JP has had many jobs, such as contractor, pastor, executive pastor, and has created several of his own businesses. My mother, Kelly, has spent her life in the physical and online school system, ranging from teacher to vice principal. I was born into a very progressive culture in the northern part of the east coast. -
Period: to
Age 0-5
-
Period: to
Infancy: Trust vs. Mistrust
In the first of Erikson’s stages of psychosocial development, the child is learning how to trust the people in the environment around them. Through being provided proper needs and attention, infants can learn to trust their world, this can most commonly be seen in their connection to their mother. -
Period: to
Development of Schemas:
The core principle behind Piaget’s stages of cognitive growth. The brain wants to make sense of what each individual is experiencing, so schemas, or mental concepts, are created. These schemas help us to organize information via assimilation (interpreting new experiences based on already existing schemas) and accommodation (adapting what’s already in our schemas to conform with new information). -
Period: to
Sensorimotor
At this stage, being the first, the baby is only able to interact with its world through what it senses, and what it can do with actions. This includes such abilities as rooting (turning the head in the reaction to stimuli), suckling (baby sucking when something is in front of its mouth), and grasping (the baby closing fingers when the palm is stimulated) amongst others. The baby also begins to have object permanence and is able to identify familiar people from strangers. -
Period: to
Preoperational Stage
ntil the age of 6-7, the brain isn’t able to complete mental operations. Conservation is included in this, a child may not be able to hold quantity in relation to shape. In this stage, the child also can apply certain roles to themselves. This allows the child to do “pretend play” which helps form social scripts. This does however include egocentrism, where the child can only see things from their own point of view. -
Period: to
Preconventional
This is Kohlberg’s first stage, taking place at about 3 years of age. This stage is based on selfish morality. The child is mainly concerned with gaining rewards, and avoiding punishments. The child is out for their own benefits, and is not very concerned about others, which hurts their ability to empathize. The child also learns to perceive others intentions via what’s referred to as the theory of mind. -
Period: to
Personal Experience 1
When I was younger, my mother would turn on classical music quietly in my nursery. She hoped this would help spark creativity in me and help occupy me while she gained a single moment of rest. Around this time, I was beginning Erikson’s toddler stage, and learning to do things for myself. My younger self wanted louder music, so as soon as I could, I would crawl over to the radio and turn the volume up louder, then sit by it. My mother would then move me back, turn the volume lower, and I woul... -
Period: to
Toddlerhood: Autonomy vs. Shame and Doubt
At the second of Erikson’s stages, the child learns to become more autonomous. The toddler will begin to accomplish their own goals. This can lead to a later psychosocial development of doubt if they have trouble achieving these feets on their own strength. If the child succeeds, however, they will be more inclined to do things for themselves and take on more challenges. From here, they begin to recognize both of their parents -
Period: to
Preschool: Initiative vs. Guilt pt.1
This stage, starting around the age of 3-4, the children use the development of being able to do things they want, and apply that to initiating their own tasks and completing them. They begin to take on more complex tasks like creating art. The guilt portion of this can arise from failure to complete a task, or from not creating a task they believe they should have. Success of initiative in this stage can create a better sense of personal worth and purpose in the child’s life moving forward... -
Period: to
Personal Experience 2
A second example is how in preschool, I would always play with the wooden building blocks. This is an example of Erikson’s initiative vs guilt stage. At this point, my main interests were able to be achieved through my own actions. I was able to set myself a goal of a structure I wanted to make, and accomplish it through my own means. I would also feel guilt if I was unable to complete the build or preconceived goal. -
Period: to
Personal Experience 3
Lastly, Piaget’s stage of sensorimotor development is shown through my lack of social interaction with others when touring a preschool. Through most of my early life I stayed close to family, and no one else. I was able to easily identify strangers from family, and showed anxiety and shyness to strangers when in these other environments. -
Period: to
Age 6-14
-
Period: to
Elementary school: Competence vs. Inferiority
At this stage, the child focuses on becoming able to do harder and more complex/challenging tasks. This leads to such things as developing skills, interests, and hobbies. Success in this stage leads to a self confidence in one’ own ability, or competence. If one fails to do so, then they may have a natural fear of taking on complex tasks and feel incapable. If their peers are able to perform a task the child is unable to complete, inferiority arises. -
Period: to
Concrete operational
By this point in a child’s life, they can apply logic to material things and problems, such as conservation. Conservation is the ability to know that a quantity stays the same, even though it’s shape or form changes. In this stage, children can also complete mathematical calculations. Such as being able to reverse simple mathematical equations. -
Personal Experience 5
A negative version of conventional morality took place in the neighborhood kid’s society and culture. Most of the kids I grew up with were meaner and bullyish, so I in turn developed a similar way of thinking. My reasonings for actions began to line up with theirs, for example, staying distant and not conversing with children my age. -
Period: to
Conventional Morality
Conventional morality sees a shift in the priorities in play to make a choice. In the previous stage, the choice is very selfish, looking to gain benefits and avoid punishment. In the following stage proposed by Kohlberg, the focus shifts to a more community ideal. This group sees a higher upholding of the law's value. Social order is held to a higher standard. The reasoning for this is social approval. The idea that everyone is held to the same moral standard, or equivalent morality can impa... -
Period: to
Formal Operational
The formal operational stage takes place from around the age of twelve onwards. At this stage, the individual is able to handle some abstract thinking and reasoning, but they have not yet gained a full understanding of the subject. This will continue to form throughout their life. This stage allows them to handle thoughts such as hypotheticals or deductive, logical reasoning. The child should be able to change these scenarios or ideas in their head without any outside, concrete influence... -
Personal Experience 4
When I was in this age group, I had begun helping my father with snow plowing, shoeveling, mulching, and other outside landscaping chores. Through success with the little bits he had me help with, and proper reward/appraisal, I gained confidence. This confidence made me feel competent. As I felt competent in my abilities, I started mowing other people's lawns for money later in life. -
Period: to
Adolescence: Identity Role vs. Confusion
This stage in life sees each individual focus their work on developing themselves and their identities. They refine their “self identity” which is how one views themselves and perceives their character to be. This can be skewed by a couple things however. Groups that adolescence hangout with can change how they identify themselves. Group identification is assigning certain traits to oneself because it is how their close peers identify themselves as. When one fails to properly identify themsel... -
Period: to
Postconventional Morality
At this point, the individual has experienced many different viewpoints in life, and compared beliefs between them. Then, the individual decides for themselves what they perceive to be right or wrong, and forms their own self-defined ethical principles in which they judge all other actions and events with. Some things that influence these principles are the extent to which one values social acceptance. One who holds it in high regard may change their own moral principles to be more similar to... -
Personal Experience 6
Lastly, a positive version of conventional morality, to balance out the negative. This attitude I had took a turn when my family joined Mosaic church in NE Ohio. After meeting so many positive influences, the culture I was in influenced me. After seeing the common social rules everyone held, I applied them to all fields in life, such as stopping my bully tendencies to my younger brother Karsen. I was able to treat him with greater respect, even though it took a couple years. -
Personal Experience 7
Identity has been my torch to bear for the past few years. I can very clearly remember wanting to have something unique about myself in my underclassmen years. I choose to wear khakis as my personality. This choice was ultimately trivial, but is a good example of people wanting to figure out their identity and having a hard time finding their purpose in life around this age. This was something I used to fill in while I found my passions and place in the world (or as I still do). -
Period: to
Later part of Formal Operational
The later part of Formal Operational sees the self be able to handle more abstract concepts. Rationalization, or providing reasons for choices , is developed during this time. This also includes developing locus of control. A locus of control is the extent to which you feel in control of the events that influence your life. This can change how a person rationalizes or blames a choice. Someone with an external locus of control could blame poor decisions on others or bad environmental condition... -
Personal Experience 8
An example of being influenced by group identification was an incident a couple years ago. A large majority of the band was angered and extremely inconvenienced by one member's poor dedication and choices. A small number grouped together in order to persuade the one member to conform. Through the identification of each of the group members as being against the one, they made a fake sense of right and wrong, and chose to act in a way that was not very smart. -
Personal Experience 9
Lastly, I’ve been very fortunate to have developed a personal ethical code to conform to fairly early on. This has led to avoidance of poor choices. As an example, I narrowly escaped the vaping craze that took on SBHS in the previous years. I was offered the chance, but I had already formed a strong aversion to any foreign substance that wasn’t safe food. This includes most over the counter medicine (I don’t oppose it, I just love the protection of not having any reliance on a substance). -
Period: to
Universal Principles
This stage focuses more on what motivates people. The “Moral Compass” is the previously formed ethical principles becoming a sort of code that one follows. This compass leads the individual to do what they perceive to be correct and avoid what they perceive to be wrong. This is all, however, based on their intrinsic morality, as one may hold different opinions on the actions and reasonings that another person supports. -
Period: to
Young Adulthood: Intimacy vs. Isolation
At this stage in life, adults have mostly figured out their place and role in society, and have securly figured out their self identity and moral guidelines. At this stage, they focus on forming close intimate relationships with certain individuals. They may even choose to select a mate and form a marriage with said partner. This time also sees the production of children and the role of parenting come into play. The ability to form a close relationship can lead to greater fulfillment and purp... -
Personal Experience 10
At this point I actually got married around 26. Due to having no problems with dating in the past, I was able to form a connection with a colleague in my junior year of college. I met her after I moved to Savannah College of Art and Design. From there we dated for a couple years and got married. This is conforming to the idea that after one figures out their identity, they can begin making these intimate connections and relationships. -
Personal Experience 12
An example of Kohlberg’s individual moral compasses was my decision to switch to an art major. I was originally pursuing a major in cyber security, figuring that it had a strong job security, but through my sophomore year I changed my heart to pursue a career in my passion of art. My grandfather however, has scorned me again and again as this being a stupid choice, however I beleive it resulted well, as I enjoy my work and feel a greater sense of life and purpose. -
Personal Experience 11
A poor example of this is when my cousin Jason went through a devastating relationship his freshman year of college. This led to a poor ability to form intimate relationships, where Jason now is single without having dated since that relationship. All the friendships he attempts to form are soiled by a lasting impact from that first one. -
Period: to
Age 26-35
-
Period: to
Adulthood: Intimacy vs. Isolation
The later half of this stage is more rooted in how one deals with the changes of their family. When it comes to partners, divorce and remarriage can occur, which can damage the intimacy one feels and psychologically damage their ability to form another similar relationship. Changes with offspring can also occur. Children can grow up and leave the house. Parents often find their purpose in their children, and use them as external locus of control for many choices they make. Once the children l... -
Period: to
Age 36-50
-
Period: to
Middle Adulthood: Generativity vs. Stagnation
This idea of a midlife crisis is continued here. Their purpose and sense of usefulness is gone. This can lead to the change in career as previously mentioned, in order to find a sense of usefulness. People can also attempt to add or reimagine their personality, feeling that they have lost their identity they formed in the earlier stages. -
Period: to
Middle Adulthood: Generativity vs. Stagnation
The later half of this stage relies on the analysis of one's own life. One asks their own questions, such as “Am I still useful?” or “Have I made an impact?”. These questions relate to an intrinsic sense of self worth and justification. One will look back and choose to evaluate their life based on individual criteria each holds important. One’s sense of identity and purpose is no longer solely based on what they are and what they are doing, but can also reflect what they have accomplished in ... -
Personal Experience 13
By the age of 49, all of our children had moved out. I remember realizing that I had a lot of extra time. This ended up being a good experience, but weird. My wife and I hadn’t had lots of connection time in so long, that we almost had to readjust and introduce ourselves all over again. My wife ended up being nervous, as she didn’t know what to do with herself, but we started going on dates to the park and enjoying each other's company once more. This “empty nest syndrome” affeted... -
Personal Experience 15
Lastly, I felt like I had become out of touch with modern technology, as I used to have a passion for computers building. My sense of usefulness was diminishing as most of my money came from investments as opposed to actual work, so I started repairing computers as well. I familiarized myself with new components and tech, then proceeded to build towers and sell them online. This relates to Erikson’s stages of development in that one doesn’t want to stagnate. -
Personal Experience 14
I ended up having to spend some time reinventing myself as well. Most of my purpose was to raise my two boys to become independent, successful men who could lead their own families, so I had fallen into a routine so I could provide a stable launch pad for them. After they were older, and didn’t depend on my money so much, I was able to look at my career, and realize I had grown old making art for money. I wanted to create what I wanted to create. My uncle, who had inherited my grandfather’... -
Period: to
Age 51-65
-
Personal Experience 16
Throughout these years, I’ve started to look back and appreciate what I have done as opposed to what I will do. My wife and I have accomplished the goal of creating a family, and through these intimate relationships find purpose in our children and grandchildren, which we have over every sunday to catch up and eat some good food. This relates to the idea of sense of worth later in life. Being able to attribute worth to a large, close family allows for a sense of accomplishment in one’s purpose. -
Personal Experience 17
We (my wife and I) also managed to both retire and save up enough money to support ourselves while letting our investments grow safely. I remember how hard it was to give up the computer business as I couldn’t keep up with the bigger companies achieving the same thing, but it allowed me to go golfing more often, which allowed me in turn to connect with old friend who share the sport in common. This point shows a sense in not finding much usefulness in work or society, so most of the purpo... -
Personal Experience 18
Around my 60th birthday, I joined the church band as a bass player. This allows me to still serve and give back to the community while enjoying the idea of owning and maintaining a bass/guitar collection. This action let me still find purpose in serving my community. By joining a group, the commradery shared and the sense of working together on a project helps to instill a sense of purpose that can be lost in other places, such as a career ending. -
Age 65+
-
Period: to
Late adulthood: Integrity vs. Despair
As one looks back on life, they may evaluate whether they accomplished something that was worth it. This can result in a feeling of satisfaction or failure. The satisfaction can lead to a “justified” feeling of accomplishment when dying, or a sense of failure, and a negative association with leaving without accomplishing anything worthwhile. At this point, the body and mind can greatly decline in health, leading to one’s death, and their own dealing with mortality. -
Personal Experience 19
I got to see grandkids, my family has prospered and I have passed on my family name. I have accomplished what my father, and his father, and his father have done. I did my duty, and made the world a better place. I feel accomplished. This sense of satisfaction that’s rooted in a concrete accomplishment can lead to one feeling integrity with their choices, and a satisfaction when it comes to facing mortality -
Personal Experience 20
I’ve gained a slight illness, and my wife is worried about me. We’ve both lived a long, love filled life together, but I can’t help but feel sad for her and my family having to mourn once I meet my creator. I won’t be sad for my own death, but feel empathy for losing a loved one. This experience going along with not only facing one’s mortality, but how their death affects the ones around them who they have formed intimate connections with through either being family, or close friends. -
Personal Experience 21
I have watched many of my friends pass away before me, so I can understand how my great grandmother felt. She lived to be 100 years old, I believe. I cannot remember too well. I keep mixing up my grandbabies names, but they all start with the same letter so I could just be stumbling with my tongue. This shows the decline in mental, and intellectual health that can be experienced with increasing age, and how it affects a person’s recollection of memories.
