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2.1 Early Maturer
Early maturation increases girls vulnerability to numbers of problems & are more likely to smoke, drink, be depressed, have an eating disorder, engage in delinquency, struggle for earlier independence from their parents, have older friends, & experience sexual experience and dating earlier. (Santrock, 2016, pg. 59). I struggled with most of these experiences and had no idea early maturation could be an explanation of these issues. I was sexually mature and had growth spurt before the 6th grade. -
4.2- Non-gender typed behavior
Research in the book says that girls spend more time in relationships, while boys spend more time alone, playing video games & playing sports. This is inconsistent of rapport/report talk in 'communication in relationships' w/ a girl Rebekah from 6th grade- I remember she didn't have much girl friends & didn't care to either. She was competitive & played sports with the boys during recess when groups of girls walked around & chatted. She was known as the "tom boy" & even agreed the label fit her. -
7.1 Transition to Middle School
Tog-dog phenomenon applied to me- A group of girls & I were very popular in elementary then felt iffy when entering middle school with older kids & other groups to fit in with. However, tog-dog impacted me most as a freshman in hs w/ 3 years above me. I felt more independent in my personal and social life & more academically challenged compared to before. (also mentioned in Santrock pg. 342) I explored different social & identity groups during this time of life, hs transition was easier for me. -
4.1-Gender-typed behavior
Research in the textbook says that girls engage in more relational aggression than boys in adolescence years. Relational aggression involves harming someone by manipulating a relationship & includes negative behaviors. This is consistent with a middle school experience I faced when 4 girls "ganged up" on me- spreading nasty rumors about me, made fake social media profiles to target me, taunted me in the hallways all because a guy one of the girls liked, liked me & they wanted him to avoid me. -
3.2- Differentiated
I felt differentiated in middle school as I was trying to fit in & be well-liked and popular after the transition from elementary. At school I acted more enthusiastic, social, followed peer pressure, and spoke in slang or used words I would never at home. I was more willing to try things like drinking/smoking/dating. However, at home I was more humble, quieter, respectful, obedient and cautious of my behaviors, especially coming from a Christian family where our religion ties with our actions. -
1.1 Entering Adolescence--Age 16
I feel I made this transition at 16 due to severe mental and emotional changes I had endured. I already experienced physical changes in early maturation/puberty, but the mental/emotional experiences were so challenging that I felt I then had no choice, but to "grow up" and start thinking more maturely and wisely to remain in a healthy state of mind. I feel my transition matches the book as it states on page 17 that adolescents engage in more executive function and cognitive control. -
3.1- Personal Fable
Prior to getting my drivers license at 18, I always snuck my parents car out and drove all when I knew they weren't home or if it was late at night. The thing about driving without a license is not only going against my parents, but against the law and I had thought there was no way I would ever get caught or in trouble by the cops or legal authority. Formal operational thinking begins at average of 11- I feel I was not using deductive reasoning or abstract thinking about possible consequences. -
6.3 Stimulation
Sophomore year of HS I began to really come out of my shell, well more than before. This was a very exciting, amusing, and stage of new information-as Santrock states on pg. 308-& this definitely marked a time where I was interested in new things & meeting new people. My friendships began to get more serious and long lasting, rather than just short term, freshman friendships. We navigated through the ups and downs of HS and learned lessons together, while experiencing fun times & memories. -
7.3 Extrinsic Motivation
Extrinsic motivation are external motivational factors like rewards and punishments. One of the biggest things I was hopeful to accomplish in high school were good grades, in which many extrinsic motivations can originate from. I was self-determined to get good grades for grad cords in academic success, get into my college choices, high GPA, & for personal satisfaction. There was also extrinsic motivation to get good grades to avoid punishment from parents, avoid failing and negative feelings. -
6.1- Parent Adolescent Conflict
My priorities were not straight jr/sr yr of hs & I found myself in conflict w both parents. I valued social life, popularity, friends, sports, school life more than I valued family life, rules, and respect. My egocentrism & inability to see or understand other perspectives other than my own made it hard to resolve conflict. My everyday issues of school, insecurities, depression, eating disorders also triggered negative moods/emotions that impacted the way I handled situations w others as well. -
1.2 Emerging Adulthood
I felt an adult at 18. I moved from CA to DC for college- first time ever away from home & figure out myself. I was completely independent without my parents physical support/presence, managing bank accounts, schedule, academics, & work life. I gained more responsibility of taking care of myself & the new life I surrounded myself with. The move was the mark of new identities in a new culture and environment. The book perfectly matches my identity exploration, instability, and self-focus. (pg 18) -
2.2- Niche-picking
Niche-picking seeks a setting that is suited to one's abilities. Entering Gallaudet as a HH/new signer/mainstreamed in the JumpStart program, I actively sought out individuals with similar characteristics, as this was my ability and what I was comfortable with after 18 years. I sought out individuals who were attractive, athletic, and who I thought best fit my personality and could relate to my experiences. I also found myself befriending those with similar academic interests and capabilities. -
3.3- Possible Selves
At 19, I really analyzed who I wanted to become & what I needed to do in order to achieve that. I explored various different majors in preparation to set career & academic goals, I began to withdraw from ideas of what I felt were too hard to accomplish, I envisioned the type of friend/sister/daughter I wanted to be & began to practice/instill better traits & qualities as well as getting rid of the negative ones. I worked for a better mental/physical health state & learned healthy ways to do so. -
6.2 Ego Support
Ego support the expectation of support, encouragement, and feedback that helps adolescents maintain competent, attractive, and worthwhile. I am experiencing this while emerging into young adulthood and faced with real life . Ego support is what I receive and give back to friends as well as we navigate through more responsibilities, decisions, life experiences, etc. I find myself wanting real, more genuine & relationships than short term. Ego support has helped me analyze myself to be better. -
7.2 Transition to Work
Santrock pg. 346 says the transition from college to work is often a difficult one because U.S students are trained to develop general skills, rather than vocational specific. I do feel that the transition is difficult due to new responsibilities, schedules, professionalism, commitments, priorities, however I think developing specific skills depends on what you study & what school you attend-different schools provide different resources. So far the working world has been quite an experience. -
8.1 Rite of Passage
Rites of passage are ceremonies/rituals that mark a person's transition from one status to another- entry into adulthood. This is entirely applicable to me right now as I an transitioning from a full time student, to a full time government employee. For this semester I am both, which doubles my responsibilities, however I am gaining knowledge, as Santrock pg. 407 mentions as one of the gains. I also feel that I lack such ritual as responsibilities, knowledge, sexuality, adulting came expected.