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Who am I?
Think about responses to the question Who am I?
Who am I?
Physical Self
Social Self Spiritual self Now what about the question Who do I want to be?
Self Concept
Self-concept
Self-image Self-esteem Ideal-self
Eriksons stages
Age infant -18 months 18 month-3 years Virtues
Significant Relationship
Mother
Existential Question
Examples
Hopes
Can I Trust The Feeding, World? Abandonment Is It Ok To Be Me? Is It Ok For Me To Do, Move and Act? Can I Make It In The World Of People And Things? Who Am I? What Can I Be? Toilet Training, Clothing Themselves Exploring, Using Tools or Making Art
Will
Parents
3-5 years
Purpose
Family
5-13 years
Competence
Neighbors, School
School, Sports
13-21years
Fidelity
Social Relationships
others. As they make the transition from childhood to adulthood, adolescents ponder the roles they will play in the adult world. Initially, they are apt to experience some role confusion- mixed ideas and feelings about the specific ways in which they will fit into society- and may experiment with a variety of behaviors and activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain political or religious groups). Eventually, Erikson proposed, most adolescents achieve a sense of identity regarding who they are and where their lives are headed.
[boundaries] for themselves and to do this in the face of an often potentially hostile world. "This is often challenging since commitments are being asked for before particular identity roles have formed. At this point, one is in a state of 'identity confusion No matter how one has been raised, ones personal ideologies are now chosen for oneself. Oftentimes, this leads to conflict with adults over religious and political orientations. Another area where teenagers are deciding for themselves is their career choice, and oftentimes parents want to have a decisive say in that role. If this is too insistent, the teenager will acquiesce to external wishes, effectively forcing him or her to foreclose on experimentation and, therefore, true self-discovery.
persons of genius is frequently prolonged. He further notes that in our industrial society, identity formation tends to be long, because it takes us so long to gain the skills needed for adulthoods tasks in our technological world. So we do not have an exact time span in which to find ourselves. It doesn't happen automatically at eighteen or at twenty-one. A very approximate rule of thumb for our society would put the end somewhere in one's twenties
born is just normal. Anything created between birth and the age of 30 is incredibly exciting and creative and with any luck you can make a career out of it. But whatever is invented after you've turned 30 is against the natural order of things and is the beginning of the end of civilisation as we know it until it's been around for about 10 years, when it gradually turns out to be all right really. Douglas Adams (1999)
Resilience: Relationships
What degree of trust do they have in others?
How supported do they feel by those around them? What degree of comfort can they take from the
criticism? How quickly do they recover from being upset? How clear is their thinking when they are upset? Can they laugh at themselves? Can they roll with the punches?
Resilience
The more mastery they feel and feeling very related to
others gives students lots of resources and makes them more resilient. If they are highly emotionally reactive and have low levels of resources then they will be more vulnerable and less resilient
next steps. Healthy food Good amount of sleep Good Mental health 5 a day
anxiety Help them to reframe negative thoughts Dont accept catastrophic self statements! Break down overwhelming tasks for them Normalise anxiety and stress
and teachers navigate adolescence effectively! There are lots of things we can do to foster resilience in children and young people Teenage anxiety and stress is not a new thing! New technology provides new areas of support as well as stress!