SECTION 1: BACKGROUND 1.1 Interpret Tina’s story in terms of the possible effects of a traumatic experience resulting from her mother’s marriage to John’s father Puberty is considered to start at age 11 years and end at about 15 to 17 years in girls (American Mdical Association, 2001). Hence, when analysing Tina’s situation from an Eriksonian perspective, it could be said she is an 11 year old pubescent undergoing the competency versus inferiority stage of development (Walter, 2011). With this in mind, and being adversely affected by the dynamics of stepfamilies (Falci, 1997), Tina displays an inferiority complex which is associated with timidness, withdrawal symptoms, being overly obedient, procrastination, observer-oriented and not producer-oriented and constant questioning of own abilities in the micro – and macro systemic environments (Walker, 2011). Furthermore, she does not have a positive and close relationship with her mother - who regards her as the cause of her divorce from Tina’s father -, she has no relationship with her father who walked out on them when she was three years old and she is sexually abused by her 21 year old stepbrother, John (Schoeman, Jansen, Dreyer, Swanepoel, Van As, Vogel, Steyn, & Kruger, 2011). Thus, all the positive outcomes as highlighted by Erikson in his developmental stages, such as trust, autonomy, initiative and competency are issues that Tina struggles with. Hence, she is afraid of confiding in her mother about the sexual abuse and finds it difficult to build relationships with others. Her lack of confidence and trust has been compounded by having no relationship with her biological father creating a sense of abandonment and rejection (Gindes, 1998). In future, because of her sense of ab... ... middle of paper ... ... or enlist the child’s interest related to the task Simplify the task to make it more manageable and achievable for a child Provide some direction in order to help the child focus on achieving the goal Clearly indicate differences between the child’s work and the standard or desired solution Reduce frustration and risk Model and clearly define the expectations of the activity to be performed (Bransford, Brown, and Cocking, 2000). Teachers have also used scaffolding to engage students in research work and learning. In this context, scaffolding facilitates organization of and focus for students’ research (McKenzie, 1999). The structure and clearly defined expectations are the most important component of scaffolding in this context. The teachers provide clarity and support but the students construct the final result through their research.
Whether it is a loss of a parent, a divorce, or the change of having a new authoritative figure as a stepparent, children need the support from their genetic parent. “The bird-the departed mother’s spirit, always near- brings Cinderella everything but her father’s loving eye. He seems to be oblivious to the abuse she suffers at her sister’s hands” (Schectman 296). Another way blindness is evident in both the articles is the fact that stepparents are willing to do this to a child. In The Truth about Cinderella, Daly and Margo say that a theory for the abuse demonstrated by a stepparent is a pseudo-parental obligation, yet how can a human physically feel the need to harm anyone, especially a child like
Adolescence is the time of development and mental advancement that happens between the onset of puberty and the fulfillment of physical and emotional development. Despite the fact that young ladies experience more dramatic physical change throughout adolescence than do young men, they have a tendency to achieve puberty prior and take less time to achieve development. Immaturity in girls start around the age of eleven and proceeds through about age sixteen. In youthful men, the same period starts about the age of thirteen and proceeds through about age eighteen. After about age fourteen, guys are,normal, heavier and taller than females. The motion picture film Thirteen, directed by Catherine Hardwicke introduces a correct and important point of view on the post-millennial adolescent experience and also displays many issues teens face in today’s society such as peer pressure, teenage sexuality, and drug use,
Puberty is usually defined by the biological changes a young boy or girls body undertakes around the age of 9 up until about 14. “It’s being 9 years old and feeling like you’re not finished,” writes Smith, “like your edges are wild, like there’s something, everything, wrong.” (Smith, 4) These thoughts have run around the minds of almost every puberty stricken youngster. However, Smiths subject seems to also have the added pressures of a racially jagged society. This “black girl” she refers to in her poem is feeling the awkwardness of...
She then moves through the chapters exploring the changing experiences of female maturation. Throughout the book, Brumberg intermingles her own voice as a historian with the voices drawn from girls personal diaries to provide entry into the hidden history of female adolescents’ experience with the body. Brumberg includes prominent women from history that wrote or talked about puberty such as Anne Frank, Lucy Larcom, Margaret Mead, and even Queen Victoria. She includes these historical women to provide the realization that even a queen, a popular poet, a feminist writer in the 1920s all left indications that they felt self-conscious in adolescents, as most girls do. When writing this book, Brumberg felt the twinge of embarrassment in talking about the female body, realizing then that even today women still struggle talking about this subject. The goal for The Body Project is to provoke the intergenerational conversation about female bodies that most women never had or were embarrassed to have. Brumberg comments that the “chapters were designed to ignite memories about those awkward years and to foster conversation among mothers and daughters, female mentors and students, and friends and colleagues” noting that these memories stimulate laughter as well as concern for female maturation (Brumberg xxxi). Adolescence, the
“We aren’t the weeds in the crack of life. We’re the strong, amazing flowers that found a way to grow in the challenging conditions.” (McElvaney, 1057) The book entitled “Spirit Unbroken: Abby’s Story,” offers a perspective on child abuse providing a positive outlook on a tragic situation. Even in the best of circumstances, however, victims of abuse can see the effects of the trauma for the rest of their life. For each individual person affected by this form of trauma, the reactions can vary. The same type of abuse in two different people can have very different outcomes – one could be that of coping, and the other a life of brokenness. Especially at impressionable ages, any form of abuse can be a hindrance in living a normal life. Children
Disclosure of sentinel and adverse events has been an ongoing issue in healthcare. According to King, the Institute of Medicine reported that 44,000 to 98,000 people die every year from medical errors (King, 2009), According to the National Center for Ethics in Health Care, a sentinel event is a unanticipated death or outcome which is not related to the patient's underlying illness (National Center for Ethics in Healthcare, 2003). Josie's Story by Sorrel King is based on a true story which depicts a heartbreaking yet inspiring story of a young child whose live was taken due to a sentinel event. According to King, Josie died unexpectedly due to a sentinel event. A sentinel event is an event in which there has been an unanticipated outcome resulting in death or further complications. The healthcare team's duty was to investigate Josie's case, and come up with a resolution to avoid it from happening in the future (King, 2009).
Erickson’s Theory has 8 stages (Schriver, 2011). The following text will give the developmental crisis of each stage and relate it to Shannon’s life personally. In Erikson’s Theory developmental crisis “did not mean an impending catastrophe as much as it meant “a turning point, a crucial period of increased vulnerability and heightened potential”” (Schriver, 2011). The first stage of Erikson’s Psychosocial Stages of Development is Trust vs. mistrust (0-1 year) and its crisis is “in establishing trust” (Schriver, 2011). Shannon had developed trust early on in her life due to the loving, caring, and nurturing home she grew up in. She had a sense of physical comfort which eliminated fear and allowed trust. The second stage is Autonomy vs. shame (1-3 years) and the crisis is “parental restrictions vs. autonomy” (Schriver, 2011). Growing up Shannon started learning to walk at 11 months which is a normal age for children to emerge into that. Due to her parents being supportive, it allowed Shannon to start exploring her curiosities and still be loved while doing so. The third stage is Initiative vs. guilt (3-6 years) and the crisis is “in taking initiative without experiencing guilt” (Schriver, 2011). This again correlates to the supportiveness of Shannon’s parents which allows her to be her own person and encourages her to experience her life in her own way. The fourth stage is Industry vs. inferiority (6-12 years) and the crisis is “in striving for competence” (Schriver, 2011). Shannon had a great group of friends growing up and that gave her the inclusion she needed to feel equal to her peers and not inferior to anyone. The fifth stage is Identity vs. role confusion and the crisis is “uncertainty about the future and the child’s role in it” (Schriver, 2011). At this time in Shannon’s life she had already strengthened her hope (trust), will, purpose, and
Not only does Pomerantz provide insight into the abuse cycle and its effects but also she shows the importance of friends and family who provide support and encouragement. Pomerantz showed the strong bond that forms between a mother and her children especially as they witness her abuse. She explained the emotional effects and how she, as a trained child psychologist, dealt with this with her children. Her many friends, coworkers, and especially her father were the catalysts for change that eventually allowed Diane to move on to a better life for herself and her
Scaffolding is metaphorical term which refers to the process through which teachers facilitate children’s learning by enabling them achieve a level of ability beyond the child’s current capacity. Through scaffolding, teachers play an active role by interacting with children to support their development by providing structures that support them to stretch their understanding or me...
The life-transition of adolescence occurs between the ages of twelve and twenty years and is representative of many changes
Puberty is a time that every individual must endure to progress into physical and mental adulthood. This time consists of many awkward moments, struggles with identity, and a desire to test the boundaries. Technically, all puberty is, is the period in which the body has become capable of sexual reproduction. That is a very general fact about puberty. Many other elements come into play during this time that have been consistent for quite some time (R, H, J, …, n.d.). Puberty is also happening during most individual’s secondary education years and can sneak into the classroom through the students’ habits and behaviors. This time of cognitive, physical, and emotional transition has observed trends, can be affected by life stressors,
This idea is expressed best through scaffolded instruction. Instructional scaffolding provides students with a broad-base of support from which to launch their learning. Scaffolding is included in the most basic lesson plans, where teachers are encouraged to provide checklists and supplemental materials for their students to periodically assess their progress through a unit. In Deep Scaffolding: Enhancing the Reading Experiences of English Language Learners, Clara Brown and Amy Broemmel argue that those traditional scaffolding methods are insufficient for the needs of students. They propose a system of deep scaffolding, where Teachers must both increase the amount of scaffolding support offered to students and keenly focus on the meaningfulness of that scaffolding. Broemmel and Brown’s deep scaffolding focuses on recognizing the potential of students as learners and provides adequate depth of instruction for st...
South Africa is country with eleven official languages. The majority of learners will have their primary through tertiary schooling in an English of Afrikaans medium institution. Most of these learners are not English mother tongue speakers and this can be a huge barrier for effective teaching to take place. Walton (2013: 131) states that different learners will require different scaffolding, depending on their current readiness to learn and all learners do need scaffolding to support them in moving from their current skill to a more difficult level. In this paper I will discuss how scaffolding can be used to help the teacher approach this problem and different strategies a mathematics teacher can use.
Critical to the concept behind scaffolding concept of the zone of proximal development and his concept of the zone of proximal development, that area between what the learners can do alone and what can be done with assistance from an instructor proposed by Lev Vygotsky. Instructional scaffolding, "refers to providing contextual supports for meaning through the use of simplified language, teacher modeling, visuals and graphics, cooperative learning and hands-on learning" (Ovando & Combs, 2011). Visual Scaffolding is making extensive visual aids by the ELT to help explain or describe key words or concepts thereby reducing the YLLs affective filter and making the lesson more understandable (Shoebottom,
Scaffolding is something you do first with the students, and then differentiation may be needed for the students who are struggling, in which case, accommodations in assignments or readings will be made. I believe that more teachers need to understand in order to suitably scaffold and differentiate; we also have to know the each student’s zone of proximal development. The zone of proximal development will vary from student to student and it connects back to having a diverse group of learners. From both the strategies I was able to start formulating ideas that I could implement in my lessons by making connections that could touch base on each face of