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3.1 Personal Fable
I was more of a personal fable when I was in middle school. There is one time when I had basketball game, the coach decided to let me play and took one of the key player out of the team who was more of imaginary audience. Along with my emotions and attitude in that game, I did not want to show that I was "bumping" her out of the game, but it was not my intention because it was the decision that was made by my coach. My emotions and feelings always has been different compare to others. -
7.2- Transition To Middle School
The book description about the transition to middle school did not really matches with my experience except for one part. The biggest challenge that I faced when I was in middle school was going through a new changes along with the changes of my puberty. But for me to feel that I was not top dog any more, I feel it does not apply as I come from a small school where everyone knew each other and I normally handle the changes very well. I was able to grow my self-esteem during that transition. -
2.1 Early Maturer
The puberty hits me when I was young that makes me feel like I was an early maturer to typical maturer compare to the rest of my classmates. My growth spurt along with my sexual maturation had became more mature that people think I was older than what I am. Along with the responibilities and involvement I was in, that shows a lot of my maturity. I never faced any peer pressure but I did faced the struggling of finding peer that feels and relate the similarity to what I was facing through. -
1.1 Entering Adolescence
This date is the time period where I had my growth spurt along with my puberty. I feel this date was appropriate because I was at the point of entering the adolescence as I entered middle school. A whole new level of schooling. My transition from middle and late childhood to adolescence was pretty similar to what the book has explain by wanting to spend more time with my peers, lots of conflicts with peers by finding out my crowds, and becoming more curious about who I am. -
2.2 Niche Picking
The genotype-environment correlations during my adolescence that matches me was mixed of three: passive, evocative, and niche-picking. The reason why I looked at that way is because as a passive there are some genetic tendencies that I have receive from my parents and represent them to others. For evocative, I already have the tendencies along with environmental support by being happy and outgoing. For niche-picking, I do have my own that represents myself in sports and my interest in reading. -
3.2 Possible Selves
Babysitting gives me the opportunity to understand the "adulthood" when I was 12 years old. I started babysitting and was already had my mind set of being an elementary teacher when I go to college. This show that I include lots of possible selves by showing my commitments and preparations along with my interaction with the young kids and being one of their role model. I show lots of possible selves that are normally realistic, because I don't look at the impossible because I make it possible. -
4.1 Gender-Typed Behavior
To compare between my brother and I along with the gender-typed behavior. Both of us went through lots of stereotypes where we were used against by our genders. My brother was more of a report talk along with the sports information that he is really interested in. While for me, I am more of a rapport talk who would try get things in my own way by negotiating and building relationship. Just like the book mentioned that normally girls are engaged into rapport talk and for boys for report talk. -
4.2 Nongender Typed Behavior
TechGirlz is a camp that allows only girl, but at my year we had one boy who attended to that camp. The purpose was to allow us, female to get the taste of the attention in STEM concept camp. But with this year, things changed our perspective and allow us to look at everyone equality. All of us treated each other as a person. We were able to share our emotions along with this camp without feeling criticized. We engaged to be sure that everyone was involved and welcome. -
6.1- Parent Adolescent Conflict
Growing up, I never really had an adolescent conflict with my parents except for those moments of being annoyed by them along with their expectations. The expectations like doing well in school when I am already doing well or involved with different organization when I show no interest in it. My parents are authoritative parenting who allows me to be independent but along with making the right decisions. I have a very secure attachment close bond with my parents especially my adolescent time. -
3.3 Social Comparison
The braceface that I had always give me the insecurity but I never noticed it until I looked back to those years. Not just by my appearance also my performance in softball. I played for the hearing team. I was the only Deaf player. I always felt that others are better than me by the performance they did and such. Even though I was one of the key players, but I put doubt in myself. I put lots of comparison with others to me. Being around people does make impact of what you think about yourself. -
6.2- Intimacy
This kind of friendship is strongly intimacy type of friendship. We just met at camp and that changed our friendship from getting to know each other to intimacy by talking to each other almost everyday through text or FaceTime, no matter where we at. Especially the one in this picture. We were able to provide warmth, closure, and trusting with each other without feeling judgmental. This is the kind of friendship that would share lots of our disclosure conversations that we shared together. -
7.3- Intrinsic and Extrinsic Motivation
My motivation is a mix of both intrinsic and extrinsic. Growing up, I always like to do things that makes me feels good and knowing that I will get some challenges that leads me to accomplishments, just like intrinsic motivation. For extrinsic motivation, I would be sure I get good grades in school so that way I would not get taunted by my parents for the poor performance that I do in school. With both motivation, I gain my self-responsibility and making choices of what is the best for me. -
6.3- Companionship
The kind of friendship that I have with those people are more of companionship, because those girls are my classmates. So this shows that I am willing to spend time with them when I have to, because we come from a small school where we need to count on them no matter what. Also, we do join in collaboration activities that show our interest and making the best memories out of it. This event was our freshman year - Snowball Dance along with rest of high school students. -
8.1- Rite of Passage
My rite of passage would be getting my driver's license. Getting the driver's license gave me an opportunities to gain my responsibilities by arriving to place to place for my commitments, taking my brother around if needed, and help around with my parents. The receiving license gave me a little glimpse of an adulthood, where I was allow to prepare myself with what I really need to do and knowing how to cope them on my own especially out on the road. -
7.1-Transition To College
The text that explains about the transition from high school to college does really matches with what I had went through. Especially when I was a senior in high school and being the top dog to the youngest and least powerful in the group. The transition was kind of stressful for me as high school did not prepare me well enough to be confidence with my work, but I was able to have the choices and making my own decision of what is the best for me at college. -
1.2 Emerging Adulthood
This is the day when I turned eighteen and I felt that I actually entered the adulthood. The book that describe adolescence to adulthood describe my life in similarity. At my age, I am already mature enough. I had gained my own independency with obligations and responsibilities along with the curiosity of my own sexuality and identity. My journey into adulthood was more of instability that causes some struggles for me to accept with what I have to face with and acceptance.
