I was able to use terms within this class and relate to personal experiences within my own development. As someone, who considers themselves a practicing genealogist it was interesting to see how my personal journey in life has reflected some similar situations of previous generations. It was interesting to see the different psychological terms referring how everyone builds a relationship within family, extended family, teachers and other important people within our lives. From a qualified perspective, I gained insight into developmental principals that will explain how a museum curator or archivist(my life goal) will function in hectic situations. I am really interested specifically with emotional genealogy, as our awareness of previous generations impacts the traits we inherit. For …show more content…
If they were not alive, what would bring us into this world? I know I would have different parents, maybe a different hair color or eye color. We cannot ignore our family roots, yet, we can forgive the toxic past and admire the endowments passed on. For example, my paternal grandmother suffered hardship by being put in an orphanage at a early age, during a time when widowed men were not suppose raise families. Fast forward, my mom raised me and my brother as a single parent after my father passed away. Therefore, similar situation but one was more dysfunctional. I can either be angry that my paternal grandmother raised her step-children and hated them or amazed that her husband married twice and the first marriage was due to first wife being single and pregnant. He raised that child even though he did not have to. Although, I have more maternal oral history, I should be proud that I found the hometown within Italy that my grandfather grew up in, he never told his children. It always fun ,listening to the behavioral patterns that each individual
As you have reflected on development across the lifespan and the Life Wheel throughout this course, what have you discovered about physical, social/cultural, environmental, developmental (Week 1-3 only) or occupational (Week 4 and 5), spiritual, intellectual, and emotional development? Reflect on the material from each week incorporating the elements listed. If there is a component that you believe is not applicable, please include a rationale. Support your reflections with appropriate citations as you address each of the following:
Human growth and development over a lifetime shows how a person evolves from birth to the time of death. Psychologists study the development of children teaching influencing their future. My childhood experiences influences my adulthood, but I have to show maturity. Does this mean that I do the same things I did as I child? What kind of growth did I show from elementary age to high school age? How much of my child will influence my decision-making as I move forward in my developmental stages? Does my spiritual have an impact on how I view myself? I have to take a step back into my past to view my challenges and obstacles. My
Amongst all of the readings and class discussions, all sorts of different topics have been covered. From our biological makeup and how it affects us (nature), to how we were brought up and raised and how that shapes us (nurture). All of the topics that we have covered so far all have somewhat to do with one another. The main idea from part 1 of this class has to do with the different things that have made us humans, into who we are today not only as individuals, but as a culture (and sub-cultures).
The readings for week one were Crain (2005) chapter one and Hutchison (2015) chapter one. The Crain (2005) chapter discussed Locke and Rousseau and their contributions to developmental theories. Locke deviated from the previously held beliefs about children as having innate values and innate beliefs by theorizing that the environment can influence the their personality and abilities. Locke believed that instead of treating kids like they have the minds of adults, they actually have minds that are still in the process of forming and are being constantly influenced by external forces (Crain, 2005, p. 7-8). Rousseau proposed stages of development ranging from infancy to adolescence in which children view and experience things as inherently different from adults (Crain, 2005, p. 15-17). Rousseau also believed that children progressed according to an innate and natural course that could not be forced or altered through social conditioning (Crain, 2005, p. 20). Chapter one of Hutchison (2015) discusses the way in which the individuals life can be understood through the unfolding of events and life experiences over time. This is called the “Life Course Perspective” (Hutchison, 2015, p. 7) Those who subscribe to this perspective and apply it to their practice and theories integrate several concepts such as cohorts (the group that an individual belongs to according to the time and place in which they were born), transitions (the changes that occur in an individuals life),
The Hammurabi Code and The Ten Commandments are both sets of laws, written in stone, that were intended to benefit daily life. Although there are a few common elements between them, such as stealing, adultery, and murder being grave offenses, there are many more significant differences that set these laws apart.
As color is more than an artists’ statement when it comes to heredity. We set some colors to have more value than others. As if the rainbow was a key to a hierarchy for our society to follow. All people are equal. Every man despite genealogy is genetically beautifully equal in our species. Race, ethnicity, religion, disability all factors included; are simply part of making us all unique.
One tradition I have is, on Christmas morning I wake up and drink hot chocolate and watch a Christmas movie to wait for everybody to wake up. Another tradition is while opening gifts we play loud Christmas music and eat cookies, and, my sister I play our 3DS and wait for people to come over. On Christmas weekend I usually leave to go to my grandparent’s house until Christmas morning, and that got me wondering, I wonder what my other grandma would say if I got a BB gun for a present.
The 19th century luxurious Cloisonné tripod censer has no known artist and is labeled to be from 1644 to 1911. It is made of enamel on copper alloy with a dimension of 28cm in height. In a display with five objects, it was the most lavished in both form and colors. The ornamented pot can be associated with higher society or respected people because the material of copper and enamel are, unlike clay or bronzes, produced for specific groups of people with no mass production. Initially, the dominant light blue color didn’t look like a typical Chinese censer that I’ve seen before. However, like other censers we see in Chinese cultures today, this tripod censer would be seen as the centerpiece of an altar surrounded by vases and candlesticks.
In the interim I plan to look at the requirements for the four-generation project. Which of my lines could fit that requirement? Goal one, find and choose a family line that would met that requirement. Second short-term goal is to watch the videos on the ICAPGen website. This will help me review the things I have already learned. Next, I have two long-term goals. The first is to finish taking all the classes to earn my AAS in Family History Research. My second long-term goal is to begin creating a presentation with a PowerPoint on some aspect of research such as finding original records verses
Question One: Choose two theories outlined in your readings and class discussions and compare/contrast them in their usefulness for considering the development of the individual within the context of the family.
These are the emotional patterns in a family that continue over generations. This involves a modeling scenario where a family member models and imitates the behaviour and even the language of his or her parents. For example, a parent who teaches his or her children to be happy when things are ok and sad when things are bad shapes the future thinking of those children.Here the parent passes on an emotional view of the world (the emotional process), which is taught throughout generation
Starting in October, and continuing until March, I completed over ten hours of service to those in need. In late October, I participated in the fall festival by “scaring” younger children who went on the hayride. Later, in February, some of my friends and I played bingo with the elderly at Sunrise. In February, as well, I visited my great grandpa, who I rarely see, with my dad and spent time with him. As I began to notice that my neighborhood was becoming dirty, in March, I spent about an hour picking up trash in, and around, my neighborhood. Since the beginning of the year, every Tuesday at lunch, I helped a fourth grader with reviewing what they were currently learning, otherwise known as peer tutoring. Through my actions, I helped others
The two concepts that I resonated with are Memory and the Psychodynamic theory. Starting with the Psychodynamic theory is an approach to psychology that studies the psychological forces underlying human behavior, feelings, and emotions, and how they may relate to early childhood experience. This theory is most closely associated with the work of Sigmund Freud, and with psychoanalysis, a type of psychotherapy that attempts to explore the patient’s unconscious thoughts and emotions so that the person is better able to understand him or herself. The second one is Memory; understanding how memory works will help you improves your memory. Which is an essential key to attaining knowledge. Memory is one of the important cognitive processes. Memory involves remembering and forgetting. I chose the two concepts because throughout the class they stood out to the most. Understanding the conscious, subconscious mind and also memory. I’m interested in understanding the human behavior.
(Cohen, 2017) By following the Family development theory you are able to better understand the running of a family and the different dynamics that occur within it. As for the genogram, it can detect patterns in psychological health and hereditary diseases and can show how families can better their relationship for the
Psychosocial development throughout the Life Cycle theory (sometimes known as individual development theory) proposes that each individual has the ability to master their environment at all stages of life (Coady & Lehman, 2008; Hutchison, 2008). The theory had its