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6.2- Physical Support
My friend provided physical support. As I am low-vision, when we spent time together, she would assist me. For example, when we went to the movie theatre, it was extremely dark, and she had me take her arm as she guided us to our seats. One time, my closed-caption screen didn't work, so she went to the front desk to exchange it, as she didn't want me to navigate through the dark. I also helped her whenever I could with clarifying homework assignments. We supported each other through knowledge. -
3.1- Imaginary Audience
At the age of 12, I visited my aunt in Hawaii. I can recall going to the beach. I was still very egotistical, as I still believed every one on the beach noticed me, the only one wearing a one-piece swimming suit. I actually thought they cared. I felt vulnerable in front of a "menicing imaginary audience." I felt like I was onstage, every set of eyes soaking in my "weirdness!" Furthermore, I felt as if I was taking a huge risk. Imagining their judgement required abstract thinking. -
7.1 Transition to Middle School
My experience matches the text, as my transition to middle school was stressful. I had low self-esteem as my peers were forming social groups/cliques. The environment was more diverse with a heterogeneous group of individuals. There were two elementary schools- one in town and one on the outskirts. The country kids attended one and the city kids attended the other. There was only one middle school, so we were meshed together, left to explore/compare our different lifestyles and values. -
6.1- parent adolescent conflict
During adolescence, my cognition was shifting, as my thoughts became more idealistic; I compared my parents to my friends. However, I did not "depart from a previously compliant behavior." In other words, my experience does not match the text. My parents had expectations, and even as an adolescent, I did not question the reason for the expectations. For example, my parents expected me to only drive the ATV when another individual was present. Despite our generation gap, I understood their logic. -
1.1 Entering Adolescence
After reading the text, I conclude adolescence is a term used when an individual is in the 10-19 age frame. I turned 13 on July 17, 1993. This is when I started puberty, beginning with a growth spurt of an inch and a half in one year! I also struggled with my identity, wanting to "be like my peers." While with peers, I was more egrocentric; I talked about myself more and based my decisions off of what I believed was best for myself. I also searched for a group of friends with similar interests. -
2.1 Typical Maturer
After reading the text, I have determined that I was a typical maturer. On par with figure 2.5 on page 57 of the text, I began menarche precisely the day after my 13th birthday. I experienced gonadarche and underwent sexual matueration on par, at age 11. I also had a growth spurt at this age. If I would have underwent precocious puberty, I would have been more likely to exhibit problem behavior as suggested by the text, submitting to peer pressure with earlier sexual capability. -
4.1 Gender-typed behavior
At this time, I made a decision to become a teacher. According to the text, this is common for my gender, as girls are more "people orientated, interested in careers such as teaching." True to the text, I also actively listen in converstations, acknowleging what the other person is saying with nonverbal cues (head nod, repeating what other person said). Self-disclosure was also common, as I would openly share my dreams and emotions with my friends. I prefered to chat vs. play sports/games. -
7.3- Intrinsic Motivation
All throughout middle school and high school I was self-determination to be a straight A student. My parents did not have to encourage me to apply myself in school. I simply felt flow from cognitive engagement in course content and satisfaction from getting good grades on assignments. Ultimately, I had mastery motivation connected to intrinsic motivation to do well in school. I embraced challenges and task persistence. When given a choice of a research topic, my attention was more sustained. -
6.3- Companionship
My friend and I shared a strong companionship. Despite my disabilities, she and I were always together- we were familiar with each other. We had the same interests, including a love of school and reading. We always sat together during lunch, and during middle school, the principal made sure we had classes together. We were always partners. (Gym class activities, group projects, etc.) One year, our lockers were side-by-side! -
3.2 Contradictions within the self
I wish my classmates would see that I am actually not shy at all! It is the first day of school, last period, and I have not spoken to any one. If my classmates and teachers could see me at home, they would not think to call me shy. At home I am an extrovert... perhaps even outgoing! My mom has to tell me to stop talking! My grandmother tells me that I am a good listener, and that I am observant of others. I believe this to be true. I am a blend of binaries. -
8.1- rite of passage
Growing up, I attended Sunday school from childhood to early adolescence. In 9th grade, I was confirmed into the Lutheran faith. Prior to confirmation, I had to take additional bible study classes specifically to prepare me for the responsibilities of Early adulthood. As Lutheran tradition goes, I vowed that I would be true to the Lutheran faith, with the acceptance of God and Our Lord Jesus Christ as the guiding light in my life. During the confirmation ritual, I recited my favorite Bible verse -
4.2 Non-gender typed behavior
At the start of high school, I tended to use report talk, as I would talk about homework all the time with my peers. My conversations tended to focus on math formulas and myths that I learned in mythology class. According to the text, report talk is more common amongst males. However, this was just a phase that I went through, (my friends got sick of homework talk!) and I gravitated back toward rapport talk my sophomore year and on, listening to relationship gossip. -
2.2 Niche-picking
My genotype has always been expressed through phenotype to be plain, as my measurable characteristics are not extraordianry. Thus, I have never seeked environments based on phenotypes. I had no desire to hang out with people who picked their environment based on superficial phenotype. Instead, niche picking/ genotype-environment correlation influenced me to seek the environment of Caribou Coffee. In this environment I discussed books with other readers, sharing compatible interest in books. -
3.3 Possible Self
Well, I completed my first day as an intern in an elementary school classroom. It was a success! My first day has confirmed that I want to be a teacher. I want to share my love of learning with others; I want to show others how education opens the doors to many opportunities in life. I have always admired my teachers growing up. My greatest fear is being a bad teacher. There are no bad students in the world- only bad teachers. There is a lot of pressure on teachers- they lay the foundation. -
7.2 Tranition to Work
My transition to work varies from the textbook. The textbook focuses on how obtaining a college degree advances opportunities and a higher wage. I consider my transition to be my first job as a senior in high school. I worked as a shop keeper in the ski shop at the local ski area. I truly felt independent, driving myself from school to work, and paying for gas money with the wage I earned from the job. I also had to be trained to perform tasks such as managing the cash register and inventory. -
1.2 Emerging Adulthood
After reading page 17 of the text, I believe I entered adulthood at the age of 21. At this age, I feel confident with my identity as a deaf-blind female with a desire to be independent physically, mentally, and financially. In other words, I recognize that I am responsible for my actions and obligations in life. Overall, "obligations" are my life goals in which I owe to myself. They include helping others, especially my family.
