Euthanasia “An Eclectic View”
by: Jesilyn
The
world is divided on the issue of euthanasia and as each side of the
conflict defends their point of view using both personal and
professional ethics, they seek the power to make legal decisions for all
people. One point of view covers the preservation of human life,
regardless of the personal preference of the life in question. The
other prevalent point of view covers the right of the suffering to
escape from the “hell” that their lives have become due to pain and
disease. Together they represent the collage of legal limitations that
does nothing to help the clients who are requesting medical service; at
least not in the way they want it. Therefore, it all boils down to
theories, ethics, opinions, and the government whose opinions together
show that by helping a patient to die one harms the patient, and yet by
not helping them they also harm the patient. Theoretically speaking, one
could hypothesize that by using multiple views and ethics, one could
find oneself faced with a paradoxical situation of an immoral moral act.
(Note: Most
individuals hold and apply personal moral bias when making decisions
about euthanasia. This means that they are more apt to use a single or
dual view to distinguish what is right from what is wrong.)
The Definition of Euthanasia
Euthanasia
is any action or inaction that hastens an individual’s death with the
belief that death will end their suffering. There are several forms of
euthanasia. The most common of which is passive euthanasia, where an
ordinary treatment is with held from a patient that may otherwise extend
their life such as an antibiotic, drug or surgery. Then of course,
there is the most controversial form, called aggressive euthanasia,
which usually pertains to a doctor providing a lethal injection such as a
morphine combination (euthanasia, n.d). Lastly, there is the most
common form that is called non-aggressive euthanasia. This is when a
patient is denied nutrition, hydration, or other extraordinary means of
support until their bodies cease to exist. Although ethical debates vary
no matter the form, the first and latter of the three are actually not
frowned upon as widely as the second, and doesn’t generally result in
legal actions.
The History of Euthanasia “With a Theoretic View”
Between
1905 to the present the world has seen many debates both for and
against the practice of euthanasia. During these debates it’s probably
safe to say that the majority of people believe in Consequentialism.
(Schaeffer, 2007) In other words they believe that the practice of
euthanasia is carried out by those who weigh the results of their
actions by the impact that it will have on the future; good against harm
and doing something against doing nothing with the best of everyone’s
intentions at heart. Of course, this isn’t always the case. This leads
to arguments about “intent” and “rights”.
How
are we, as a society, to know the intent of a physician who is willing
to grant a patients request to end his or her own life? Is it ethical to
fulfill such a request? Does a patient have a right to ask? Basically,
“rights” are at stake and a right’s theorist (Schaeffer, 2007) believes
that an action (such as euthanasia) is morally right depending on
whether it respects or violates a client’s rights (according to
individual morals and laws). In the case of euthanasia the law is
extremely contradictory. According to a 1965 Supreme Court case
(Griswold v Connecticut), citizens have the right to privacy;
specifically it recognized an individual’s right to privacy as a
fundamental constitutional guarantee. This supposedly allows people to
choose what happens to their bodies without the intrusion of the state.
(Vail, 1999). However, this right was not guaranteed and this fact was
proven 23 years later in 1989 when Dr. Jack Kevorkian was not only
arrested but also sentenced 10 to 25 years for second-degree murder in
the 1989 poisoning of Thomas Youk.
Debates
still flourish over the actions of the man society has grown to call
Dr. Death, but the fact is that 52-year-old, Youk had called upon the
well-known physician after a five-year losing-battle with Lou Gehrig’s
disease that had left him unable to care for himself, and unable to move
any part of his body except for his right thumb and forefinger. In
fact, according to family members, in the beginning, the sympathetic
doctor suggested Youk think about his decision for a couple weeks, and
only agreed to proceed after a second call requesting his service. These
services, though meant to permanently cease his pain, would end Youk’s
life. For this service Kevorkian paid eight years of his life to the
Michigan prison system and wasn’t released until June 1, 2007. (AP,
2007) Kevorkian gave up a piece of his life in the name of duty
(Schaeffer, 2007); he did what he believed to be the right thing no
matter what the consequence. His actions were considered illegal and yet
by definition (euthanasia) he has done nothing different than those
involved in the next euthanasia case on our list.
In
March 2005, the Terri Schiavo case divided our country in a unique
“Right to Life” situation. To some, she was a profoundly disabled woman
who had a loving supportive family who were more than ready to care for
her for the rest of her natural life; others believed her to be
operating on spontaneous movement where the quality of life had ended.
Schiavo’s husband and parents stood on opposite sides of this fence.
Her husband, Michael, stated that his wife had expressed verbally that
she wouldn’t want to be kept alive by artificial means. Her parents on
the other hand, used Terri’s Catholic values, stated that she would have
offered her suffering up to Christ by living. This dilemma caused
“fourteen appeals and numerous motions, petitions, and hearings in the
Florida courts; five suits in Federal District Court; Florida
legislation struck down by the Supreme Court of Florida; a subpoena by a
congressional committee to qualify Schiavo for witness protection;
federal legislation (Palm Sunday Compromise); and four denials of
certiorari from the Supreme Court of the United States” (Schiavo, 2007),
after which Michael eventually gained the right to sign the consent for
his wife’s life to end via euthanasia. In this case doctors did not use
lethal injection as the means to kill Schiavo, but rather chose a
non-aggressive form. The doctors removed the feeding tube that supplied
Schiavo’s body with nutrients and fluids; in other words “forced
dehydration”, a process that took over thirteen days! (Terri’s Story,
n.d.)
While
examining the difference between the practices of active verses
non-aggressive euthanasia one must inquire what a caring individual
would support. Certainly, they would prefer the method that would allow
the individual to pass in the least demeaning way. After all, who would
want a friend, family member, or associate to die a slow or painful
death when something quick and painless is available. This is associated
with what is called the caring theory (Schaeffer, 2007) and could very
well be compared to how people treat pets. Legally, pets are considered
personal property rather than viable family members with rights. Pets
are, however, often considered family members to those who chose to have
them and when viewing animals as family, we find that it is completely
legal, and even considered merciful to euthanize a suffering pet. This
could lead one to wonder if we, as a civilized society, should have as
much respect for people as we do for pets! (Swift, 2007) For that
matter, should we have the right to seek such compassionate services for
ourselves?
Food
for thought: How many people in their twenties discuss end of life
issues like this? Also, if euthanasia is acceptable under government
standards using only the hearsay testimony of a spouse, one must
question why individuals are not allowed to select the same result for
themselves?
This
is where narrative therapists (Schaeffer, 2007) would focus on history
and the individuals involved in the situation because an informed
decision requires an evaluation of euthanasia on the grounds of morals
that are built according to the patient’s (and euthanasia’s) history and
culture rather than on the American society’s opinion. This could be
part of the debates whole problem. Basically, by not looking deep enough
into history and by allowing one’s own bias to override the values of
the patient, the subject becomes taboo and is “shoved under a rug”. This
produces unethical intellectual wars which does nothing to assist the
patient in their quest for service.
As
an example of the way that we as a society selectively chose to
publicize and persecute the physicians and victims of euthanasia (taboo
subject), one should only need to research the father of Psychoanalysis
Sigmund Freud. Did you know that Sigmund Freud was the first reported
case of death by physician-assisted suicide? That’s right! Freud was a
heavy cigar smoker who had more than 30 surgeries because of mouth
cancer and when he felt he had lost his quality of life he called upon
his doctor and friend Max Schulur. Wikipedia, the free encyclopedia
quotes Freud as saying “My dear Schur, you certainly remember our first
talk. You promised me then not to forsake me when my time comes. Now it
is nothing but torture and makes no sense any more.” After this, Schulur
gave Freud three injections of morphine that caused Freud's death on
September 23, 1939 (Freud, 2007).
Ethical Views
So
when all routes of pain control have been exhausted, and death becomes
viewed as liberation from pain, the question of ethics is of primary
concern. The question remains however, as to whose hands should the
patient’s excruciating fate be placed in? Should the decision be that of
the individual who is suffering, a physician who has a medical degree, a
society composed of strangers, or the government, who in reality knows
less than anyone else? Well, under the study of ethics the answer to
this question could vary.
For
starters let’s examine personal ethics and euthanasia from the eyes of a
person who may be considering asking their doctor’s assistance in
committing suicide. Some of their thoughts may be centered on
responsibility, self-respect, dedication, loyalty, honesty,
accountability, empathy, accomplishment, courage, independence,
security, challenge, influence, compassion, friendliness, persistency,
optimism, dependability, and flexibility. They often feel they have lost
their quality of life and with that goes a percentage of self respect.
They have normally undergone numerous attempts at controlling their
illness or disease and due to the progression have lost their optimism
and are now dependant on others to survive. The emotional pain and
suffering can become incomprehensible to the point that they simply see
only one way to control it and that is to seek assistance from a
compassionate source. In their opinion, they have already died, they
have simply forgotten to stop breathing and this is where they need
help.
There
are also the personal issues that support and defend euthanasia that are
theologically based. For instance, voluntary euthanasia has been
rejected as a violation of the sanctity of human life. Specifically,
some Christians argue that our lives belong to God, so we shouldn’t be
allowed to choose whether or not to end a life. In the Catholic
perspective, we can offer up our sufferings to Christ. Orthodox Judaism
basically believes the same thing, only this faith is generally more
open-minded. By the tenets of this faith, under certain circumstances,
passive or non-aggressive euthanasia may be used. In general however, a
lot, if not most, religious thinkers consider euthanasia (and suicide in
general) a wrongful act, i.e. unjustified killing. Of course for every
negative there are positive and with that comes those who use religion
to justify euthanasia. They question why their God/ a loving spirit
would punish His creation by allowing such misery and claim he doesn’t.
They state that he provides freewill and they point to the Bible in
First Corinthians 10:13, where it says, that God shall not give you more
than you can bear without also providing a way out, so you can
withstand it. (Bible, 2007). “These individuals see scientific
knowledge as God given, and because of such, view the practice of
euthanasia as a way out of pain and suffering. This is not an illogical
point of view for those who value it, after all scientists discovered
the different combinations that physicians use during euthanasia and
some people believe that all knowledge is a gift from a higher power.
Basically with this said one could assume that although a doctor’s
personal/ religious morals may vary they are all blessed with the
knowledge or at least the knowledge availability of how to assist a
patient to end their life.
Many
Physicians refer to either “Medical” ethics or the “Hippocratic Oath”
(which most interpret as explicitly excluding euthanasia) to support
their position on the subject. In this case we will discuss Ethics
because the Hippocratic Oath has become outdated as the original no
longer is in use or deemed appropriate. Furthermore, there are so many
versions today that it would be impossible to deem one more important
than the other. Therefore when looking at simple medical ethics (Ipedia,
2004), one can see that physicians should act in the best interest of
the patient and never ‘do harm’. This seems to place medical
professionals in one really tough situation because here they have a
patient who is in either severe physical or emotional pain/anguish and
is begging for help to end this pain by ending their life. This gives
the professional a choice. 1.) The doctor can help their patient, which
ends the pain but also ends the life (harm). Or 2.) Stand by and do
nothing, allowing the patient to continue to be in pain (harm). Either
way they are violating their own code of ethics. Not to mention that by
refusing treatment, the physician violates “autonomy” which states that
the patient has the right to refuse or chose his or her own treatment,
which in this case is euthanasia. (Ipedia, 2004) Of course there is
always the popular “dignity”, but then no matter whom you talk to
everyone believes dignity has a different definition.
So
what if a doctor chooses to turn away from active euthanasia because
they interpret that it is wrong? What if instead they chose to continue
to treat physical pain and provide comfort measures along with maybe
getting a social worker involved to assist with any emotional aspects
that the patient is facing? Then by all means a new set of ethics
appears and despite popular belief it’s this set of ethics that should
probably be offering the patient the most help in their mission. But
then as always with all ethical codes interpretation plays a big role.
According
to NOSHE, Human Service providers carry out a variety of different
services. In some states such as Virginia, social workers hold M.S.W.’s
and work as counselor’s performing the same duties as psychologists,
others go to homes and do individual services. In either aspect they
have the obligation to know the laws (NOSHE, statement 15) and advocate
for changes in those laws when they affect the rights of their clients.
(NOSHE, Statement 10) Of course, if this is being done then hasn’t had
much positive impact to date. This brings up two topics of real concern.
Real Concerns:
Real
people suffer with real medical problems that lead them to seek medical
services that are taboo in nature. Once publicized these cases create
huge public debates that no more helps the suffering patents than the
publicized case did. So basically, real concerns continue to to be
censored. What’s needed is for people to get involved; however they need
to know what all the issues surrounding euthanasia are before doing so.
Now, this document has covered many of the views and answered many
questions but there are other issues that are still left to discover
answers for and I’m only going to explore two more in order to give an
example of how one would critically analyze a topic.
1.
Consent under pressure: Critics of voluntary
euthanasia are concerned that patients may be pressure to consent to
euthanasia rather than be a financial burden on their families. These
same critics are fearful that pressure could also come from family
members who stand to inherit large sums of money or other forms of
monetary values.
AND
2.
Feasibility of implementation: Euthanasia should only
be viewed as "voluntary" if a patient is mentally competent at the time
they make the decision, i.e., has a rational understanding of options
and consequences. Of course competence can be difficult to define and is
often diagnosed by a biased therapist.
In
both cases, the answer could have been simply handled by the individual
securing an “Advanced Directive” (Advanced, 2007). Advanced directives
are any statement that is made by a competent person about the medical
treatment they wish to receive should they become incapable of
communicating their desires their self. Although verbal statements are
sometimes accepted as “gold”, it should be noted that not all people are
trust worthy therefore the best way to guarantee one’s wishes is by
filing a living will or a health care proxy (a.k.a. Durable Power of
Attorney for Health Care). In layman’s terms a living will allows a
person to chose ahead of time whether or not in the event of a crisis if
they would wish for life sustaining procedures to be preformed. It
allows a person to avoid medical heroines when death is imminent. But
over all it gives the patient the right to say for his/her self what
they wish to except or deny as part of a treatment plan in the case of
an emergency. Basically, a Living will would stop evil family “Vultures”
from robbing a grave before the death has happen, or it may place the
medical staff in a position to deny common treatments (Euthanasia) that
would allow a patient to die instead of face unknown amounts of time
hooked up to machinery simply because their family can’t let go.
(Schaivo, 2007) As for a Durable Power of Attorney, it can be a written
back up, used to name a person that will see to it that your wishes are
carried out. It can be used alone or with a living will. Either way it
will keep family and friends from long emotional court battles over
custody of a body that may or may not wish to remain. Obviously,
downloading a simple form from http://www.caringinfo.org/ , filling it
out, and making your wishes known would be a lot better than the
alternative.
Of course there are going to be people who don’t follow that advice so
for those people it would be logical to protect the individual with a
mandatory psychological evaluation by a qualified therapist much like
the type of therapy done to test for witness coercion in a trial, one
could nearly (if not completely) eliminate the chance of the patient
being pressured and would also ensure the patient’s competence level the
time of the decision.
CONCLUSION
So
you see, by evaluating every aspect of euthanasia one can make an
informed decision but once you have done this and really know what to
believe what should you do? (Schaeffer, {Narrative} 2007) Well, assuming
that you are an average red-blooded American citizen, you have the same
choice as the all professionals do. You can reach out, get involved and
either support or fight physician-assisted suicide, or do nothing. You
can write to your local legislator, form groups, send letters to the
media, or contact existing support groups and offer your assistance.
(Schaeffer, {Caring} 2007) For the most part, you don’t even have to
leave the comfort of your own home. Just remember, average citizens can
peacefully force change when they try. Situations like the civil rights
movement, the women’s rights movement, and the sexual rights movements
all began when ordinary people took a stand. The reality is we (the tax
payers) pay the Government officials to represent our voices when they
make decisions. The American public has a responsibility to its
citizens. (Schaeffer, {Duty}, 2007) We have a responsibility to mankind
as a whole. IF no one speaks then no one hears! The fact is, tomorrow
you could be the next Thomas Youk begging for assistance to die, or the
next Terri Schiavo who never gave consent to be euthanized. Remember
it’s a catch twenty-two situation and the terminally ill have limited
power. All you’re being asked to do is take protective measures and get
involved. Wont you?
Special
Note: In 1994, Oregon became the only state to make doctor assisted
suicide legal here in the United States. (Euthanasia, 2007)
References
Advance
Directive. (n.d.). Download a state-specific living will or healthcare
power of attorney. Retrieved June 23, 2007, from the Caring Connections
website: http://www.caringinfo.org/
AP. (2007).Kevorkian Release Stirs Grief, Gratitude. Retrieved on June 19, 2007.
From cbsnews website:
http://www.cbsnews.com/stories/2007/05/31/national/main2872812.shtml?source=RSSattr=U.S._2872812
Bible (2007). 1 Corinthians 10:1-13 (New International Version). Retrieved June 23, 2007
From The Gospel Communications Website:
http://www.biblegateway.com/passage/?search=1+corinthians+10:1-13;&version=31;
euthanasia.
(n.d.). The American Heritage® Dictionary of the English Language,
Fourth Edition. Retrieved June 19, 2007, from Dictionary.com website:
http://dictionary.reference.com/browse/euthanasia
Freud, Sigmond. (2007). Wikipedia, the free encyclopedia. Retrieved June 19, 2007,
From Wikipedia, the free encyclopedia website:
http://en.wikipedia.org/wiki/Freud#Life
Ipedia. (2004). Medical Ethics. Retrieved June 18, 2007,
from the ipedia.com website:
http://www.ipedia.com/medical_ethics.html
(NOSHE).
(1996). Ethical Standards of Human Service Professionals. Retrieved
June 19, 2007, from the National Organization for Human Services
website: http://nationalhumanservices.org/ethics
Schaeffer,
Cyndi. (2007). “Psy313 Ethics Session 2 Power Point Presentation”, City
University Online. Seattle, Washington Retrieved June 21, 2007, From
City University Bulletin Board website:
Schiavo,
Terri. (2007). Wikipedia, the free encyclopedia. Retrieved June 20,
2007, From Wikipedia, the free encyclopedia website:
http://en.wikipedia.org/wiki/Terri_Schiavo
Swift,
Kenneth. (2007). Commentary; Voices/ A Forum for Community Issues; The
Right to Choose Death. Retrieved June 21, 2007, From Okie on the Lam
website:
http://www.okieonthelam.com/?p=628
Terri’s Story. (n.d.). Terri’s Story. Retrieved June 20, 2007, From the Terri Shaivo Foundation website:
http://en.wikipedia.org/wiki/Terri_Schiavo
This Blog covers a variety of subjects. Please notice that this section is called a Self-Help "Library". In other words, the information found here should only be used as an EDUCATIONAL TOOL for those who wish to know more about the topics. IF you find that you relate to any of our material, we suggest that you seek help from a legal, medical or mental health professional.
Wednesday, February 13, 2013
Ethics from Heaven (written for Class)
Ethics from Heaven
By: Jesilyn
Abstract
Moral Development is an ongoing process throughout a person’s life. From the moment a child begins noticing the actions of others until the last breath an individual takes, their moral concepts are changing directions. Therefore, if asked to place these events into three to five pages it can become quite challenging to a person especially if that person has suffered through excruciating circumstances such as parental alienation, child abuse, neglect, sexual abuse, and abandonment, etc. Therefore, the following document has been uniquely constructed in order to inform others of how the author’s values were born and provide credit to a special individual for her ethical investments.
Ethics from Heaven
"Karin" a voice shouts across the grassy plains of heaven. "yes mother," a second voice replies. "come see what your daughter is up to now." Karin walks slowly over to the gates of heaven and peers down at a young woman below. "What do you see mother?" she asks. "Well, Karin, if you look closely you may notice familiar qualities about her." "Well mother... Jessica looks like me," says Karin. "Yes, she does, but this isn't what I mean." says her mother. "Look closer." Karin sits and stares at her daughter. Suddenly, she realizes what she is seeing. Her daughter is writing an essay about values.
The mother's eyes begin to water as she looks back over her child's life. "Mom, she really has so much to tell." The grandmother softly replies, "Yes Karin I know, she has been at this for hours, has already discarded one copy and started a new one. She doesn’t know what to do because her life has been so hard and she must tell her story in a unique manner in three to five pages." Karin shakes her head and looks at her mother in dismay. "What do you mean that’s impossible?" She is a survivor; this alone makes her story about values full of details and extremely hard to write!" "I understand that, but she has to complete this assignment." Karin considers what her mother has said and takes a moment to reflect.
As a fluffy cloud forms over Karin's head, scenes from Jessica's life drift through the heavens. Each memory reflects her daughter's strengths. She suffered many years of abuse, and has learned compassionate that now serves as the stepping-stones she needs to understand and help others. She had faced more than her share of set backs, and through those she learned persistence will help her reach her dreams. Alone, Jessica worked hard to earn the boots she needed in order to pull herself up by her bootlaces, and carry on after I was killed. So, Jessica learned independence. "Mom, I wonder if she knows how proud I am of her? I wonder if the instructor who reads her paper will understand how unique she is?"
The Grandmother softly stares at her daughter, saying, "Karin, when you were alive, you did everything in your power to teach Jessica right from wrong. You modeled how important an education was at twenty-two when you returned to school and got your GED. You showed her the importance of responsibility, dependability, independence, and public service as you worked five days a week for eleven years at Butler County Department of Human Services. You spent your life touching the hearts of those around you and never once discriminated against anyone no matter their external appearance, financial status or living situation. Maybe you didn’t know it but she admired you so and has taken your ambition, dedication, generosity, empathy, and accomplishments and is using them to better our family, her community, and herself.”
Karin looks down at Jessica. Taking her mother by the hand she says, "Mom, it’s hard to admit, but as always you are right." Then, together they walk away knowing that the young lady below will continue to bring pride to their hearts.
Conclusion
As you can probably see from the story, my mother has been a huge influence in my life. But, what this story is incapable of telling is how I learned about the importance of integrity from her death. As strange as that sounds it’s true. You see with all the abuse and trauma in my life my mother and I had spent years apart. We had only mended our relationship six months prior to her murder. I obviously learned the hard way that you never really know what you have until it’s gone. I say this because as I sat beside my mother’s casket, People from every walk of life stopped to talk to me. Some would say, "Jessica, you don't know me; but, I was a client of your mother's and I want you to know how much of an inspiration she was to me." Others said, "Jessica, I knew your mother her entire life. She really was a courageous woman and I'm going to miss her."
You see, listening as each told their touching story of what my mother did for them, watching their eyes and their body language, and feeling their pain opened my eyes for the first time to what my mother had accomplished in her short life. It was then that I realized that even though she had faced years of turmoil and heartache that she had touched the hearts of so many people, and had left a legacy full of integrity that would live forever in the hearts of those she knew and loved. It was that day that I learned it's the quality of life that you lead that makes all the difference. Therefore, as I reflect on my past and that of my mother, I remember the loss; but, more so I remember the lessons. Maybe with any luck I too can leave behind a legacy of integrity and values. Maybe one day I too will be remembered by others the way my mother is still remembered today.
By: Jesilyn
Abstract
Moral Development is an ongoing process throughout a person’s life. From the moment a child begins noticing the actions of others until the last breath an individual takes, their moral concepts are changing directions. Therefore, if asked to place these events into three to five pages it can become quite challenging to a person especially if that person has suffered through excruciating circumstances such as parental alienation, child abuse, neglect, sexual abuse, and abandonment, etc. Therefore, the following document has been uniquely constructed in order to inform others of how the author’s values were born and provide credit to a special individual for her ethical investments.
Ethics from Heaven
"Karin" a voice shouts across the grassy plains of heaven. "yes mother," a second voice replies. "come see what your daughter is up to now." Karin walks slowly over to the gates of heaven and peers down at a young woman below. "What do you see mother?" she asks. "Well, Karin, if you look closely you may notice familiar qualities about her." "Well mother... Jessica looks like me," says Karin. "Yes, she does, but this isn't what I mean." says her mother. "Look closer." Karin sits and stares at her daughter. Suddenly, she realizes what she is seeing. Her daughter is writing an essay about values.
The mother's eyes begin to water as she looks back over her child's life. "Mom, she really has so much to tell." The grandmother softly replies, "Yes Karin I know, she has been at this for hours, has already discarded one copy and started a new one. She doesn’t know what to do because her life has been so hard and she must tell her story in a unique manner in three to five pages." Karin shakes her head and looks at her mother in dismay. "What do you mean that’s impossible?" She is a survivor; this alone makes her story about values full of details and extremely hard to write!" "I understand that, but she has to complete this assignment." Karin considers what her mother has said and takes a moment to reflect.
As a fluffy cloud forms over Karin's head, scenes from Jessica's life drift through the heavens. Each memory reflects her daughter's strengths. She suffered many years of abuse, and has learned compassionate that now serves as the stepping-stones she needs to understand and help others. She had faced more than her share of set backs, and through those she learned persistence will help her reach her dreams. Alone, Jessica worked hard to earn the boots she needed in order to pull herself up by her bootlaces, and carry on after I was killed. So, Jessica learned independence. "Mom, I wonder if she knows how proud I am of her? I wonder if the instructor who reads her paper will understand how unique she is?"
The Grandmother softly stares at her daughter, saying, "Karin, when you were alive, you did everything in your power to teach Jessica right from wrong. You modeled how important an education was at twenty-two when you returned to school and got your GED. You showed her the importance of responsibility, dependability, independence, and public service as you worked five days a week for eleven years at Butler County Department of Human Services. You spent your life touching the hearts of those around you and never once discriminated against anyone no matter their external appearance, financial status or living situation. Maybe you didn’t know it but she admired you so and has taken your ambition, dedication, generosity, empathy, and accomplishments and is using them to better our family, her community, and herself.”
Karin looks down at Jessica. Taking her mother by the hand she says, "Mom, it’s hard to admit, but as always you are right." Then, together they walk away knowing that the young lady below will continue to bring pride to their hearts.
Conclusion
As you can probably see from the story, my mother has been a huge influence in my life. But, what this story is incapable of telling is how I learned about the importance of integrity from her death. As strange as that sounds it’s true. You see with all the abuse and trauma in my life my mother and I had spent years apart. We had only mended our relationship six months prior to her murder. I obviously learned the hard way that you never really know what you have until it’s gone. I say this because as I sat beside my mother’s casket, People from every walk of life stopped to talk to me. Some would say, "Jessica, you don't know me; but, I was a client of your mother's and I want you to know how much of an inspiration she was to me." Others said, "Jessica, I knew your mother her entire life. She really was a courageous woman and I'm going to miss her."
You see, listening as each told their touching story of what my mother did for them, watching their eyes and their body language, and feeling their pain opened my eyes for the first time to what my mother had accomplished in her short life. It was then that I realized that even though she had faced years of turmoil and heartache that she had touched the hearts of so many people, and had left a legacy full of integrity that would live forever in the hearts of those she knew and loved. It was that day that I learned it's the quality of life that you lead that makes all the difference. Therefore, as I reflect on my past and that of my mother, I remember the loss; but, more so I remember the lessons. Maybe with any luck I too can leave behind a legacy of integrity and values. Maybe one day I too will be remembered by others the way my mother is still remembered today.
Ethics, Controversy, & the Future
Ethics, Controversy, & the Future
By: Jesilyn
Abstract
The Stanford Prison Experiment has been one of the most ethically controversial studies in the history of psychology. Some say that the study was a total disgrace while others believe that without such procedures our knowledge would be limited or nonexistent. This ignites the flame for inquiring minds. Just what did happen in the basement of Stanford University in 1971, how might such a study have affected its participants and do scientists have the right to perform such research or does a modern set ethical standards stand in the way? This document will answer these questions and more as it examines 36 years of information.
Ethics, Controversy, & the Future
The Stanford Prison Experiment was conducted by Professor Philip Zimbardo of Stanford University and Financed by the U.S. Navy and Marines (Wikipedia, 2007). The purpose of this experiment was to explain how people develop norms and how the effect of one’s position or title, and society’s expectations play apart of their reaction when placed in a replicated prison situation (Zimbardo, 2007). The results were also meant to assist the military in explaining and correcting the current problems that existed within their prison system (Wikipedia, 2007).
The first step in the process was for Zimbardo and his staff to place a newspaper article in the Palo Alto Times and the Stanford Daily. They offered $15 a day (which according to Wikipedia is equal to $75 in 2007) to male college students for participating in their research project that would study the “psychology of imprisonment” (Zimbardo, 2007). 24 of the 75 men that responded to the article were chosen to participate because they were considered to be the most psychologically stable and healthy of choices. These men had no prior arrest records, they had no current medical conditions, and they had no psychological disorders. Of course with such a close similarity, the decision of which men would play which role had to be made. Random assignment (a simple coin toss) was used as the determining factor thus separating twenty-four men into twelve inmates and twelve guards.
The participants were chosen for the project therefore the next step was for the men to be provided with a document called an informed consent form. This form, once signed, would certify that the individuals had been given all the information pertaining to the experiment they were to take part in. In this case the men would be expected to play the role of either inmate or guard. They would be observed, filmed, and participate for the full length of the study as paid volunteers. Finally, they would agree not to hold anyone responsible for any damage as a result of the experiment. Once signed, the men were sent home to wait to be contacted with further instructions; these being phone calls/letters that never came.
The contact came with arrests when Palo Alto police arrived at the homes of study’s “prisoners”. These men were then placed in handcuffs, searched for contraband, read their rights, and driven to the police station where they were booked. Five men were charged with burglary, and four were charged with armed robbery. Once booked, the inmates were dressed in smocks that resembled dresses (without underwear), rubber sandals, and had woman’s stocking hose caps placed on their heads and chains with locks placed on one leg. At this point the prisoners were ready for transfer to the mock prison where the warden and guards were waiting with a list of rules that the inmates were to follow. These rules included such things as silence while resting and eating, the upkeep of cells, and how the inmate should respond to Arthurian figures. The first day of the procedure went fairly well even though the process of being stripped, deloused, and placed in confinement was severely degrading.
Day two wasn’t quite as easy as angered, profanity screaming inmates placed their beds against cell doors, removed their caps, and tore their numbers off their shirts. This sparked anger in the guards making them retaliate with force. They began using fire extinguishers on the inmates until they could invade the cells after which they stripped the cells and the inmates of their clothing and began their own style of intimidation. What had started as three guards for an eight hour shift turned into nine guards, this wasn’t going to work. So, they came up with a plan. The made one cell a “good boy” cell, placed three men in that cell. These men got back their clothes, were fed and allowed to bathe. The rest were not. After a while those three were removed and three others were placed in their place. This process caused the inmates to believe that someone was playing informant which created negative feelings amongst the inmates and gave the guards the upper hand because it separated the offense. This gave the guards more power and allowed the guards to lower their numbers back down to three.
For the remainder of the time things really began to spin out of control. The guards grew more and more abusive. Corporal punishment became brutal beatings. Military like exercise used as adverse therapy because abusive as guards applied pressure to the backs of the inmates. Restroom breaks were taken away and men were forced to use buckets that they were not allowed to empty. Food was withheld. Not to mention, it got even worse at night when the guards thought the cameras were off.
The worst part about it is that everyone got so wrapped up in their roles that no one realized that the experiment had went too far. The inmates had forgotten that this was a paid experiment, which they were allowed to quit. They had become inmate number so in so, and were telling each other that they couldn’t leave. The guards had grown in to their role so much that no one seen the inmates as being equal men anymore. They were the bad inmates, nothing more nothing less. And even Dr. Zimbardo was caught up in the drama of it all. He was suppose to be the one watching and making sure the safety of everyone was ensured but he was more concerned with running the prison than being a researcher. Nothing could prove that more than the first visitation day when the guards forced the inmates to clean the cells and themselves. They couldn’t have the public knowing what was actually happening in that basement now could they! By cleaning up the mess they were covering up their actions which is probably why parents, friends and associates didn’t show concern when they came to visit. I mean seriously, it was an experiment. Guests seen a clean atmosphere, a pretty, friendly receptionist, and were only there a limited time. Not to mention, back then, men were thought to be strong willed, with even stronger egos. Basically that’s saying most believed that the experiment was only designed to last for two weeks so what harm could be done in two weeks. Therefore between the cover, up done by the team and the outsiders expectations the abuse of the “inmates” went unnoticed. That is it went unnoticed until Christina Maslach came to view the progress of the study.
Christina Maslach an assistant professor at Berkeley and the romantic companion of Zimbardo became apart of the experiment on the fifth day when she arrived on site to familiarize herself with the setting. She had agreed to assist with interviews, but had not been apart of the planning or observation process. Obviously her doctorate from Stanford hadn’t prepared her for what she was about to see, because once inside she became appalled by the view. Although she was a psychologist and was supposed to understand, when it came down to it the whole situation made her ill. She couldn’t bear watching what was happening to those young men and these emotions would later explode as Zimbardo attempts to gain her opinion of his experiment. Now whether it was this extraordinary conversation, the actual abuse taking place between the guards and the inmates, or a combination of both Maslach’s involvement turned her into a hero. She became known as "the one who stopped the Stanford Prison Experiment." (O’Toole, 1997)
So the question here is what caused Maslach to contest the actions taking place within the mock prison? The answer is ethics. Ethics is an individual’s interpretation of right and wrong. In Maslach’s case it was a matter of personal ethics. She could not Handel what was taking place. For lack of better words, it bothered her. Now, personal ethics differ from professional ethics because professional ethics involve public decisions and such a responsibility requires guidelines, which is why public agencies developed the “codes of ethics”. Basically, these documents provide written answers to problems incase an issue should arise during professional interactions. Obviously, the Stanford Prison Experiment had become one of those types of situations. Now, despite popular belief; the American Psychological Association did conduct a complete investigation of Zimbardo and the experiment in 1973. This investigation concluded that all ethical standards in place at the time had been followed. So, the scrutiny being faced by the experiment was on a personal ethics level. This lead officials to make changes in the APA Code of Ethics. Now, we aren’t actually going to discuss those changes; we are however going to discuss the major ethical violations that an experiment like this would create a study such as the one above were to happen in today’s society.
According to the American Psychological Association’s most recent version of the Ethical Code of Conduct, The whole experiment began as an ethical violation. Section 8.02 states that when doing research, participants have the right to withdraw their service at anytime (even after the study has begun) and that any variations from or consequences for such action should be documented prior to the beginning of the study in the informed consent form. (APA, 2007).
In the case of the Stanford Prison experiment, this did not happen. Some participant’s requests to quit were overlooked and others were told they could quit only if they gave up their pay. Sadly this may have been prevented if Zimbardo would have followed today’s Section 3.04, which states that psychologists are to avoid harm while working with others. (APA, 2007).
You see, in 1971, not only were the students subjected to physical and emotional abuse but the abuse was witnessed by the professional in charge of the operation as he himself preformed the job of superintendent. In other words, Zimbardo had placed himself in a dual relationship. Today this would violate section 3.05 due to the fact that during the role of superintendent, Zimbardo became so involved and his judgment so impaired that he was incapable of performing his duties as a psychologist/researcher. (This also violates Section 3.06 “Conflict of Interest”, 3.08 “Exploitative Relationships” and 8.04 “Patient, Student, and Subordinate Research Participants”, because they hold similar meanings). (APA, 2007) Actions of abuse and neglect of this nature could have caused severe long-term psychological damage to his subjects.
Psychological effects due to incarceration are not unusual and often vary from individual to individual. It’s probably safe to say that most people would never have thought a two week study would leave permanent damage. However due to the length of this study, the “institutionalized” mentality of the inmates, and the abusive behavior of the guards, one could project the possibility of many post experimental problems amongst the individuals who participated in the study. For instance, the inmates were placed in degrading, circumstances, humiliated, and some of them were expelled from the project for sensitive reasons. The fact is a situation like this could at the very least cause problems of lowered self-esteem or worse it could have created much more severe reactions such as post traumatic stress syndrome. Post-traumatic stress syndrome’s symptoms include things like reoccurring nightmares, insomnia, detachment, loss of appetite and irritability. Other reactions to PTS include clinical depression (Bi-polar disorder), anxiety disorder, and addictions. (Wikipedia, 2007). Of course, I believe these same effects could have occurred in the guards who felt over come by peer pressure to be a person who they weren’t and act in ways they felt were unethical as well. However, in the other guards, I feel the experiment may have opened doors to negative psychological issues that would be dangerous to society. For example, Power and control can become an addictive force in a person’s life. Matter a fact when some people accidental stumble upon their domineering side they become consumed by their own inward thought and in return create a chain of events that may eventually lead to criminal acts. This by no means is suggesting that incarceration is a negative force that should be eliminated, nor is it saying that studies like the Stanford Prison Experiment should not exist.
Conclusion
The Stanford Prison Experiment proved that psychologically healthy individuals could become aggressive or depressed when placed in a mock prison environment. It also showed that researchers (Zimbardo, 2007) can also take on such characteristics when they place themselves in dual relationships. If this could happen to an educated, law-biding person in a simulated setting, can you imagine the adverse effects that the actual correctional system creates with their long term incarcerations? The fact is with out studies like this we would have never known the answers to questions like these and others. That is why it is so important that psychology finds a way to continue to do this type of research even if it defies what society believes to be ethical or humane. Of course, it would be helpful if researchers would do a better job of not only planning their projects to include each individual’s duties, but also place a general requirement for the participants to under extensive counseling after the experiment ends. These techniques would help insure the safety of not only the participants but society as a whole.
Annotated Bibliography
American Psychological Association (APA). (2000). Ethical Principles of Psychologists and Code of Conduct. Retrieved June 2, 2007. From the American Psychological Association Website:
http://www.apa.org/ethics/code2002.html
This website covers the professional ethic guidelines for psychologists. In my essay I refer to sections 3.04 Avoiding Harm, 3.05 Multiple Relationships, 3.06 Conflict of Interest, 3.08 Exploitative Relationships, 3.07 Sexual Relationships With Students and Supervisees, 8.02 Informed Consent to Research, and 8.04 Client/Patient, Student, and Subordinate Research Participants.
O’Toole, Kathleen. (1997). The Stanford Prison Experiment: Still powerful after all these years. Retrieved June 2, 2007. From the Stanford University News Website: http://www.stanford.edu/dept/news/pr/97/970108prisonexp.html
This article provides explicit details about the conversation that took place between Zimbardo and Maslach the night before the experiment ended. It shows how personal ethics played a role in the entire situation.
Wikipedia. (2007). Stanford prison experiment. Retrieved June, 2, 2007.
From Wikipedia, the free encyclopedia Website:
http://en.wikipedia.org/wiki/Stanford_prison_experiment#Goals_and_methods
This website provides a large variety of information about the prison experiment including ethical views and intimate details that I used while writing my essay.
Zimbardo, P. (2007.). The Stanford Prison Experiment. Retrieved June 2, 2007, from The Standford Prison Experiment Website:
http://www.prisonexp.org/
This website provides explicit details that happen during the process of the Stanford Prison Experiment.
By: Jesilyn
Abstract
The Stanford Prison Experiment has been one of the most ethically controversial studies in the history of psychology. Some say that the study was a total disgrace while others believe that without such procedures our knowledge would be limited or nonexistent. This ignites the flame for inquiring minds. Just what did happen in the basement of Stanford University in 1971, how might such a study have affected its participants and do scientists have the right to perform such research or does a modern set ethical standards stand in the way? This document will answer these questions and more as it examines 36 years of information.
Ethics, Controversy, & the Future
The Stanford Prison Experiment was conducted by Professor Philip Zimbardo of Stanford University and Financed by the U.S. Navy and Marines (Wikipedia, 2007). The purpose of this experiment was to explain how people develop norms and how the effect of one’s position or title, and society’s expectations play apart of their reaction when placed in a replicated prison situation (Zimbardo, 2007). The results were also meant to assist the military in explaining and correcting the current problems that existed within their prison system (Wikipedia, 2007).
The first step in the process was for Zimbardo and his staff to place a newspaper article in the Palo Alto Times and the Stanford Daily. They offered $15 a day (which according to Wikipedia is equal to $75 in 2007) to male college students for participating in their research project that would study the “psychology of imprisonment” (Zimbardo, 2007). 24 of the 75 men that responded to the article were chosen to participate because they were considered to be the most psychologically stable and healthy of choices. These men had no prior arrest records, they had no current medical conditions, and they had no psychological disorders. Of course with such a close similarity, the decision of which men would play which role had to be made. Random assignment (a simple coin toss) was used as the determining factor thus separating twenty-four men into twelve inmates and twelve guards.
The participants were chosen for the project therefore the next step was for the men to be provided with a document called an informed consent form. This form, once signed, would certify that the individuals had been given all the information pertaining to the experiment they were to take part in. In this case the men would be expected to play the role of either inmate or guard. They would be observed, filmed, and participate for the full length of the study as paid volunteers. Finally, they would agree not to hold anyone responsible for any damage as a result of the experiment. Once signed, the men were sent home to wait to be contacted with further instructions; these being phone calls/letters that never came.
The contact came with arrests when Palo Alto police arrived at the homes of study’s “prisoners”. These men were then placed in handcuffs, searched for contraband, read their rights, and driven to the police station where they were booked. Five men were charged with burglary, and four were charged with armed robbery. Once booked, the inmates were dressed in smocks that resembled dresses (without underwear), rubber sandals, and had woman’s stocking hose caps placed on their heads and chains with locks placed on one leg. At this point the prisoners were ready for transfer to the mock prison where the warden and guards were waiting with a list of rules that the inmates were to follow. These rules included such things as silence while resting and eating, the upkeep of cells, and how the inmate should respond to Arthurian figures. The first day of the procedure went fairly well even though the process of being stripped, deloused, and placed in confinement was severely degrading.
Day two wasn’t quite as easy as angered, profanity screaming inmates placed their beds against cell doors, removed their caps, and tore their numbers off their shirts. This sparked anger in the guards making them retaliate with force. They began using fire extinguishers on the inmates until they could invade the cells after which they stripped the cells and the inmates of their clothing and began their own style of intimidation. What had started as three guards for an eight hour shift turned into nine guards, this wasn’t going to work. So, they came up with a plan. The made one cell a “good boy” cell, placed three men in that cell. These men got back their clothes, were fed and allowed to bathe. The rest were not. After a while those three were removed and three others were placed in their place. This process caused the inmates to believe that someone was playing informant which created negative feelings amongst the inmates and gave the guards the upper hand because it separated the offense. This gave the guards more power and allowed the guards to lower their numbers back down to three.
For the remainder of the time things really began to spin out of control. The guards grew more and more abusive. Corporal punishment became brutal beatings. Military like exercise used as adverse therapy because abusive as guards applied pressure to the backs of the inmates. Restroom breaks were taken away and men were forced to use buckets that they were not allowed to empty. Food was withheld. Not to mention, it got even worse at night when the guards thought the cameras were off.
The worst part about it is that everyone got so wrapped up in their roles that no one realized that the experiment had went too far. The inmates had forgotten that this was a paid experiment, which they were allowed to quit. They had become inmate number so in so, and were telling each other that they couldn’t leave. The guards had grown in to their role so much that no one seen the inmates as being equal men anymore. They were the bad inmates, nothing more nothing less. And even Dr. Zimbardo was caught up in the drama of it all. He was suppose to be the one watching and making sure the safety of everyone was ensured but he was more concerned with running the prison than being a researcher. Nothing could prove that more than the first visitation day when the guards forced the inmates to clean the cells and themselves. They couldn’t have the public knowing what was actually happening in that basement now could they! By cleaning up the mess they were covering up their actions which is probably why parents, friends and associates didn’t show concern when they came to visit. I mean seriously, it was an experiment. Guests seen a clean atmosphere, a pretty, friendly receptionist, and were only there a limited time. Not to mention, back then, men were thought to be strong willed, with even stronger egos. Basically that’s saying most believed that the experiment was only designed to last for two weeks so what harm could be done in two weeks. Therefore between the cover, up done by the team and the outsiders expectations the abuse of the “inmates” went unnoticed. That is it went unnoticed until Christina Maslach came to view the progress of the study.
Christina Maslach an assistant professor at Berkeley and the romantic companion of Zimbardo became apart of the experiment on the fifth day when she arrived on site to familiarize herself with the setting. She had agreed to assist with interviews, but had not been apart of the planning or observation process. Obviously her doctorate from Stanford hadn’t prepared her for what she was about to see, because once inside she became appalled by the view. Although she was a psychologist and was supposed to understand, when it came down to it the whole situation made her ill. She couldn’t bear watching what was happening to those young men and these emotions would later explode as Zimbardo attempts to gain her opinion of his experiment. Now whether it was this extraordinary conversation, the actual abuse taking place between the guards and the inmates, or a combination of both Maslach’s involvement turned her into a hero. She became known as "the one who stopped the Stanford Prison Experiment." (O’Toole, 1997)
So the question here is what caused Maslach to contest the actions taking place within the mock prison? The answer is ethics. Ethics is an individual’s interpretation of right and wrong. In Maslach’s case it was a matter of personal ethics. She could not Handel what was taking place. For lack of better words, it bothered her. Now, personal ethics differ from professional ethics because professional ethics involve public decisions and such a responsibility requires guidelines, which is why public agencies developed the “codes of ethics”. Basically, these documents provide written answers to problems incase an issue should arise during professional interactions. Obviously, the Stanford Prison Experiment had become one of those types of situations. Now, despite popular belief; the American Psychological Association did conduct a complete investigation of Zimbardo and the experiment in 1973. This investigation concluded that all ethical standards in place at the time had been followed. So, the scrutiny being faced by the experiment was on a personal ethics level. This lead officials to make changes in the APA Code of Ethics. Now, we aren’t actually going to discuss those changes; we are however going to discuss the major ethical violations that an experiment like this would create a study such as the one above were to happen in today’s society.
According to the American Psychological Association’s most recent version of the Ethical Code of Conduct, The whole experiment began as an ethical violation. Section 8.02 states that when doing research, participants have the right to withdraw their service at anytime (even after the study has begun) and that any variations from or consequences for such action should be documented prior to the beginning of the study in the informed consent form. (APA, 2007).
In the case of the Stanford Prison experiment, this did not happen. Some participant’s requests to quit were overlooked and others were told they could quit only if they gave up their pay. Sadly this may have been prevented if Zimbardo would have followed today’s Section 3.04, which states that psychologists are to avoid harm while working with others. (APA, 2007).
You see, in 1971, not only were the students subjected to physical and emotional abuse but the abuse was witnessed by the professional in charge of the operation as he himself preformed the job of superintendent. In other words, Zimbardo had placed himself in a dual relationship. Today this would violate section 3.05 due to the fact that during the role of superintendent, Zimbardo became so involved and his judgment so impaired that he was incapable of performing his duties as a psychologist/researcher. (This also violates Section 3.06 “Conflict of Interest”, 3.08 “Exploitative Relationships” and 8.04 “Patient, Student, and Subordinate Research Participants”, because they hold similar meanings). (APA, 2007) Actions of abuse and neglect of this nature could have caused severe long-term psychological damage to his subjects.
Psychological effects due to incarceration are not unusual and often vary from individual to individual. It’s probably safe to say that most people would never have thought a two week study would leave permanent damage. However due to the length of this study, the “institutionalized” mentality of the inmates, and the abusive behavior of the guards, one could project the possibility of many post experimental problems amongst the individuals who participated in the study. For instance, the inmates were placed in degrading, circumstances, humiliated, and some of them were expelled from the project for sensitive reasons. The fact is a situation like this could at the very least cause problems of lowered self-esteem or worse it could have created much more severe reactions such as post traumatic stress syndrome. Post-traumatic stress syndrome’s symptoms include things like reoccurring nightmares, insomnia, detachment, loss of appetite and irritability. Other reactions to PTS include clinical depression (Bi-polar disorder), anxiety disorder, and addictions. (Wikipedia, 2007). Of course, I believe these same effects could have occurred in the guards who felt over come by peer pressure to be a person who they weren’t and act in ways they felt were unethical as well. However, in the other guards, I feel the experiment may have opened doors to negative psychological issues that would be dangerous to society. For example, Power and control can become an addictive force in a person’s life. Matter a fact when some people accidental stumble upon their domineering side they become consumed by their own inward thought and in return create a chain of events that may eventually lead to criminal acts. This by no means is suggesting that incarceration is a negative force that should be eliminated, nor is it saying that studies like the Stanford Prison Experiment should not exist.
Conclusion
The Stanford Prison Experiment proved that psychologically healthy individuals could become aggressive or depressed when placed in a mock prison environment. It also showed that researchers (Zimbardo, 2007) can also take on such characteristics when they place themselves in dual relationships. If this could happen to an educated, law-biding person in a simulated setting, can you imagine the adverse effects that the actual correctional system creates with their long term incarcerations? The fact is with out studies like this we would have never known the answers to questions like these and others. That is why it is so important that psychology finds a way to continue to do this type of research even if it defies what society believes to be ethical or humane. Of course, it would be helpful if researchers would do a better job of not only planning their projects to include each individual’s duties, but also place a general requirement for the participants to under extensive counseling after the experiment ends. These techniques would help insure the safety of not only the participants but society as a whole.
Annotated Bibliography
American Psychological Association (APA). (2000). Ethical Principles of Psychologists and Code of Conduct. Retrieved June 2, 2007. From the American Psychological Association Website:
http://www.apa.org/ethics/code2002.html
This website covers the professional ethic guidelines for psychologists. In my essay I refer to sections 3.04 Avoiding Harm, 3.05 Multiple Relationships, 3.06 Conflict of Interest, 3.08 Exploitative Relationships, 3.07 Sexual Relationships With Students and Supervisees, 8.02 Informed Consent to Research, and 8.04 Client/Patient, Student, and Subordinate Research Participants.
O’Toole, Kathleen. (1997). The Stanford Prison Experiment: Still powerful after all these years. Retrieved June 2, 2007. From the Stanford University News Website: http://www.stanford.edu/dept/news/pr/97/970108prisonexp.html
This article provides explicit details about the conversation that took place between Zimbardo and Maslach the night before the experiment ended. It shows how personal ethics played a role in the entire situation.
Wikipedia. (2007). Stanford prison experiment. Retrieved June, 2, 2007.
From Wikipedia, the free encyclopedia Website:
http://en.wikipedia.org/wiki/Stanford_prison_experiment#Goals_and_methods
This website provides a large variety of information about the prison experiment including ethical views and intimate details that I used while writing my essay.
Zimbardo, P. (2007.). The Stanford Prison Experiment. Retrieved June 2, 2007, from The Standford Prison Experiment Website:
http://www.prisonexp.org/
This website provides explicit details that happen during the process of the Stanford Prison Experiment.
The Inevitable Passage (Written for Class)
Introduction
In this stage of life, Biological, Cognitive, and Psychosocial Development are noted as physical, educational, emotional, and personality changes that individuals experience after the age of sixty-five. On the following pages, we shall discuss these different areas, and provide examples to show how the ageing adult develops through their later years, how they cope with such changes and how these changes impacts the lives of those who love them. By the end of this document, one should be able to provide a simple description of this process with little to no difficulty.
Biological Development
“Overview”
In an age where the human species lives thirty years longer than they once did, biological development beyond age sixty-five becomes a “strive to survive” situation. New development does not take on positive forms by it’s self. However, despite societies negative views on aging, individuals over the age of sixty-five are not senile, frail, or isolated. Their brain may become physically smaller, and process slower (Anneberg, 2007) but, with positive adjustments individuals can and will lead happy, healthy and productive lives for many years to come (Berger, 2005). Basically, we can only enhance what we already have through proper diet, exercise, and medical care (Berger, 2005). This can slow the aging process but requires dedication and is enhanced and limited by a multitude of variables.
Positively speaking, individuals who stop or do not smoke and/or improve diet have a better chance of escaping heart disease, and strokes. Exercise and other physical activities in moderation not only provides ways to stay busy, but also relieves symptoms of some ailments while preventing others from occurring; specifically diabetes and cancer. Regular medical check-ups can provide early detection and in some cases help to eliminate long-term effects of certain medical problems. (Special notes include; use of antioxidants and anti-inflammatory medication such as aspirin, or Ibuprofen helps maintain blood circulation and brain functioning (Berger, 2005).)
On a negative note, older individuals face other medical conditions. Some of these conditions are vision and hearing related, as sensory organs naturally weaken. While others involve more severe issues with the heart; such as heart disease. Of course some of these medical problems have yet to meet a cure; such as Alzheimer’s (Berger, 2005).
Alzheimer’s disease is a form of dementia and is associated with the ageing process. This disease slows and ultimately destroys normal brain functioning. This horrifying disease has been proven enhanced by genetic causes. More specifically, if an individual carries one set of Dementia genes they may possibly face this disease by the age of eighty, however if the individual carries two copies of this gene they are guaranteed to suffer the effects. (Only ten percent of people have the gene to protect against dementia, and more than half do not carry a gene that will protect or create destruction at all [Berger, 2005]). Also See Cognitive Development, & Psychosocial development.
Cognitive Development
Cognitive development describes the intellectual or educational side of human growth. It includes but is not limited to the thinking process, perceptual ability, and communication (Berger, 2005). Beyond age sixty-five, this process takes a new role. Although the human body is capable of intellectual enhancement until it’s final breath, this stage of development declines or slows the ability to receive store, organize and interpret information on the same level as it once did. As some ability’s increase such as vocabulary, wisdom based problem solving and systematic knowledge, others decrease such as short-term memory, memory based language, and abilities that are based on information-processing speed. This deterioration can be slowed through cognitive based activities (Anneberg,2007) . Some recent suggestions include but are not limited to, reading, arts and crafts, journalism, Internet communication, volunteer work, and group activities. Such activities allow the mind to continue to process large quantities of information, lowering the possibility of stagnation, and adding a type of quality to life (Berger, 2005).
Of course, Cognitive Development isn’t without delimit. As an example we shall look again at Dementia. As stated before, dementia attacks the brain functions, which ultimately means it attacks the cognitions. As the physical aspects of dementia increase so does the intellectual or cognitive patterns. At first the individual will face issues when trying to learn new information, they may even find it hard to produce their thoughts into words. This is followed by the inability to accomplish simple tasks or the inability to find known locations; such as the bathroom. By the end of this horrific disease the individual will lack the basic communication skills all together. It’s a slow process but over time, a definite one (Annenberg, 2007) . ALSO SEE BIOSOCIAL AND PSYCHOSOCIAL DEVELOPMENT.
Psychosocial development
Psychosocial Development describes more intimate areas of human development. These intimate areas include the emotional character, personality, and the ability to form and maintain interpersonal relationships (Berger, 2005).
During Late adulthood, individuals experience many biological, cognitive and social changes that bring with them psychological changes. These changes reflect in their everyday lives. Coping skills, sensitivity, and over all self-image become evident to those closest to them. Livelihood and satisfaction depends strongly on family involvement (Anneberg, 2007); the strongest of which being that of a spouse (Berger, 2005). With a strong support system in place perseverance seems almost unconditional; that is until disaster strikes. For this article we are going to touch on only a few, less than positive aspects of aging.
The first topic will seem more like a challenge but for some elderly individuals this challenge can seem for filling, un-replaceable, and yet excruciating at the same time. The topic is “Grandchildren”. For most, becoming a grandparent is the most enjoyable time in a person’s life. It’s a time to enjoy the seeds, and then return them to the basket, only to watch them mature into it’s own tree of life. It’s been described as an indescribable experience; one of great joy and happiness. One person put it well when they said that they never imagined they could love something more than their own child; but they now do. (This seems to be the over all feelings of most grandparents including myself.)
However, this experience can come to a sudden end when grandparents face the challenge of raising their child’s little seeds. (A situation that has increased 97% since 1970 [Berger, 2005].) This type of situation usually happens under un-expectant and excruciating circumstances. Obviously, not many people take on such responsibility to continue to feel young. A decision like this is one based on love and occasionally by guilt from past experience. Which is where the stress begins. Between the generation gap, social trend change, physical and financial declines, many grandparents are caught in a catch 22; either they do the best they can, or lose the child/ren and the connection they love so much. Live is simply too precious to walk away and miss the milestones. Society has already lost too much of its family bond it doesn’t need to lose further so more and more grandparents hold on.
The second topic of discussion is dementia. Again, Dementia hits an individual in all aspects of their lives. As the body and brain diminishes psychological changes unfold as well. The individual will become confused, aggravated, anxious, and often depressed. These changes often transfer to the family as well. It’s not easy to watch a love one slip away, slowly suffers small deaths until they are no longer but a shell of the person they once were. Obviously, most people who suffer from dementia would feel true embarrassment if they knew exactly what they were doing.
The third and final area we will cover is Death. (We shall start with personal death, then cover interpersonal relationship loss.) Obviously for some, death is the scariest word in the human vocabulary. It brings about thoughts of sadness, fear, and anxiety. It’s associated with caskets, loss, and disposal. But in reality, death doesn’t have to be a total negative experience.
According to Dr. Kebler-Ross (Young, 2006), when a person faces a terminal illness they face stages of as denial, anger, bargaining, depression and acceptance. Each of these stages is marked by specific traits. Denial, allows the person to place the condition on the back burner and simply not deal with the repercussions. Anger, is a natural emotion that individuals feel but in this case the individual may feel not only angry at the disease but at the doctor who informed them, the people who will survive them, and themselves for being sick to begin with. Bargaining, This usually takes place with the power greater than them selves. “Dear God, If you take away this______, I will________.” Of course life doesn’t work that way, but it’s a stage. Depression, is quite self-explanatory, however it’s often marked by withdraw and other negative reactions when dealing with an expectant death. Lastly acceptance, it becomes time to file away the illness and begin to focus on the arrangements, wills, goodbyes, and other obligations. As long as a person receives humane treatment, is allowed to express emotions, participates in their care, is provided spiritual freedom, and separated from un-necessary pain the person will experience what is called a good death (Berger, 2005). The effects of a good death will remarkably influence the responses of those left behind.
Which brings us to the topic of survivors of spousal/significant other death. Shock, protest, disorganization and reorganization mark four of the greatest stages of surviving the loss of a loved one. Basically, a person will be upset and may even be lost in denial. They may go as far as to say, “__________ is on vacation.” But, eventually that denial subsides and they are forced to acknowledge the situation. When this happens, the person may feel very over whelmed, anxious, and confused. These feelings will pass, and then it’s generally time to get affairs in order. Maybe the individual’s prospect on life changes, for some, personal growth is experienced and they begin to focus their grief into a positive voyage.
References
Annenberg Media (2007). Discovering Psychology. Age 65+. Retrieved Feb. 1, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/65.html
Berger, Kathleen (2005). The Developing Person through the life span (6th ed.)
New York: Worth Publications.
Young, Carley (2006) 5 Stages of Dealing with Grief and Sorrow Retrieved Feb 1 2007
From The Life Script website:
http://www.lifescript.com/channels/well_being/meditations_motivations/facing_loss.asp?
In this stage of life, Biological, Cognitive, and Psychosocial Development are noted as physical, educational, emotional, and personality changes that individuals experience after the age of sixty-five. On the following pages, we shall discuss these different areas, and provide examples to show how the ageing adult develops through their later years, how they cope with such changes and how these changes impacts the lives of those who love them. By the end of this document, one should be able to provide a simple description of this process with little to no difficulty.
Biological Development
“Overview”
In an age where the human species lives thirty years longer than they once did, biological development beyond age sixty-five becomes a “strive to survive” situation. New development does not take on positive forms by it’s self. However, despite societies negative views on aging, individuals over the age of sixty-five are not senile, frail, or isolated. Their brain may become physically smaller, and process slower (Anneberg, 2007) but, with positive adjustments individuals can and will lead happy, healthy and productive lives for many years to come (Berger, 2005). Basically, we can only enhance what we already have through proper diet, exercise, and medical care (Berger, 2005). This can slow the aging process but requires dedication and is enhanced and limited by a multitude of variables.
Positively speaking, individuals who stop or do not smoke and/or improve diet have a better chance of escaping heart disease, and strokes. Exercise and other physical activities in moderation not only provides ways to stay busy, but also relieves symptoms of some ailments while preventing others from occurring; specifically diabetes and cancer. Regular medical check-ups can provide early detection and in some cases help to eliminate long-term effects of certain medical problems. (Special notes include; use of antioxidants and anti-inflammatory medication such as aspirin, or Ibuprofen helps maintain blood circulation and brain functioning (Berger, 2005).)
On a negative note, older individuals face other medical conditions. Some of these conditions are vision and hearing related, as sensory organs naturally weaken. While others involve more severe issues with the heart; such as heart disease. Of course some of these medical problems have yet to meet a cure; such as Alzheimer’s (Berger, 2005).
Alzheimer’s disease is a form of dementia and is associated with the ageing process. This disease slows and ultimately destroys normal brain functioning. This horrifying disease has been proven enhanced by genetic causes. More specifically, if an individual carries one set of Dementia genes they may possibly face this disease by the age of eighty, however if the individual carries two copies of this gene they are guaranteed to suffer the effects. (Only ten percent of people have the gene to protect against dementia, and more than half do not carry a gene that will protect or create destruction at all [Berger, 2005]). Also See Cognitive Development, & Psychosocial development.
Cognitive Development
Cognitive development describes the intellectual or educational side of human growth. It includes but is not limited to the thinking process, perceptual ability, and communication (Berger, 2005). Beyond age sixty-five, this process takes a new role. Although the human body is capable of intellectual enhancement until it’s final breath, this stage of development declines or slows the ability to receive store, organize and interpret information on the same level as it once did. As some ability’s increase such as vocabulary, wisdom based problem solving and systematic knowledge, others decrease such as short-term memory, memory based language, and abilities that are based on information-processing speed. This deterioration can be slowed through cognitive based activities (Anneberg,2007) . Some recent suggestions include but are not limited to, reading, arts and crafts, journalism, Internet communication, volunteer work, and group activities. Such activities allow the mind to continue to process large quantities of information, lowering the possibility of stagnation, and adding a type of quality to life (Berger, 2005).
Of course, Cognitive Development isn’t without delimit. As an example we shall look again at Dementia. As stated before, dementia attacks the brain functions, which ultimately means it attacks the cognitions. As the physical aspects of dementia increase so does the intellectual or cognitive patterns. At first the individual will face issues when trying to learn new information, they may even find it hard to produce their thoughts into words. This is followed by the inability to accomplish simple tasks or the inability to find known locations; such as the bathroom. By the end of this horrific disease the individual will lack the basic communication skills all together. It’s a slow process but over time, a definite one (Annenberg, 2007) . ALSO SEE BIOSOCIAL AND PSYCHOSOCIAL DEVELOPMENT.
Psychosocial development
Psychosocial Development describes more intimate areas of human development. These intimate areas include the emotional character, personality, and the ability to form and maintain interpersonal relationships (Berger, 2005).
During Late adulthood, individuals experience many biological, cognitive and social changes that bring with them psychological changes. These changes reflect in their everyday lives. Coping skills, sensitivity, and over all self-image become evident to those closest to them. Livelihood and satisfaction depends strongly on family involvement (Anneberg, 2007); the strongest of which being that of a spouse (Berger, 2005). With a strong support system in place perseverance seems almost unconditional; that is until disaster strikes. For this article we are going to touch on only a few, less than positive aspects of aging.
The first topic will seem more like a challenge but for some elderly individuals this challenge can seem for filling, un-replaceable, and yet excruciating at the same time. The topic is “Grandchildren”. For most, becoming a grandparent is the most enjoyable time in a person’s life. It’s a time to enjoy the seeds, and then return them to the basket, only to watch them mature into it’s own tree of life. It’s been described as an indescribable experience; one of great joy and happiness. One person put it well when they said that they never imagined they could love something more than their own child; but they now do. (This seems to be the over all feelings of most grandparents including myself.)
However, this experience can come to a sudden end when grandparents face the challenge of raising their child’s little seeds. (A situation that has increased 97% since 1970 [Berger, 2005].) This type of situation usually happens under un-expectant and excruciating circumstances. Obviously, not many people take on such responsibility to continue to feel young. A decision like this is one based on love and occasionally by guilt from past experience. Which is where the stress begins. Between the generation gap, social trend change, physical and financial declines, many grandparents are caught in a catch 22; either they do the best they can, or lose the child/ren and the connection they love so much. Live is simply too precious to walk away and miss the milestones. Society has already lost too much of its family bond it doesn’t need to lose further so more and more grandparents hold on.
The second topic of discussion is dementia. Again, Dementia hits an individual in all aspects of their lives. As the body and brain diminishes psychological changes unfold as well. The individual will become confused, aggravated, anxious, and often depressed. These changes often transfer to the family as well. It’s not easy to watch a love one slip away, slowly suffers small deaths until they are no longer but a shell of the person they once were. Obviously, most people who suffer from dementia would feel true embarrassment if they knew exactly what they were doing.
The third and final area we will cover is Death. (We shall start with personal death, then cover interpersonal relationship loss.) Obviously for some, death is the scariest word in the human vocabulary. It brings about thoughts of sadness, fear, and anxiety. It’s associated with caskets, loss, and disposal. But in reality, death doesn’t have to be a total negative experience.
According to Dr. Kebler-Ross (Young, 2006), when a person faces a terminal illness they face stages of as denial, anger, bargaining, depression and acceptance. Each of these stages is marked by specific traits. Denial, allows the person to place the condition on the back burner and simply not deal with the repercussions. Anger, is a natural emotion that individuals feel but in this case the individual may feel not only angry at the disease but at the doctor who informed them, the people who will survive them, and themselves for being sick to begin with. Bargaining, This usually takes place with the power greater than them selves. “Dear God, If you take away this______, I will________.” Of course life doesn’t work that way, but it’s a stage. Depression, is quite self-explanatory, however it’s often marked by withdraw and other negative reactions when dealing with an expectant death. Lastly acceptance, it becomes time to file away the illness and begin to focus on the arrangements, wills, goodbyes, and other obligations. As long as a person receives humane treatment, is allowed to express emotions, participates in their care, is provided spiritual freedom, and separated from un-necessary pain the person will experience what is called a good death (Berger, 2005). The effects of a good death will remarkably influence the responses of those left behind.
Which brings us to the topic of survivors of spousal/significant other death. Shock, protest, disorganization and reorganization mark four of the greatest stages of surviving the loss of a loved one. Basically, a person will be upset and may even be lost in denial. They may go as far as to say, “__________ is on vacation.” But, eventually that denial subsides and they are forced to acknowledge the situation. When this happens, the person may feel very over whelmed, anxious, and confused. These feelings will pass, and then it’s generally time to get affairs in order. Maybe the individual’s prospect on life changes, for some, personal growth is experienced and they begin to focus their grief into a positive voyage.
References
Annenberg Media (2007). Discovering Psychology. Age 65+. Retrieved Feb. 1, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/65.html
Berger, Kathleen (2005). The Developing Person through the life span (6th ed.)
New York: Worth Publications.
Young, Carley (2006) 5 Stages of Dealing with Grief and Sorrow Retrieved Feb 1 2007
From The Life Script website:
http://www.lifescript.com/channels/well_being/meditations_motivations/facing_loss.asp?
Adulthood: The Unique Developement (Written for Class)
Introduction
In this stage of life, Biological, Cognitive, and Psychosocial Development are noted as physical, educational, sexual, emotional, and personality enhancements that continue to help create new milestones. On the following pages, we shall discuss these different areas, provide examples and show how the development of a adult aged twenty to sixty progresses. By the end of this document, one should be able to provide a simple description of this process with little to no difficulty.
Biological Development
“Overview”
Biological development between the ages of twenty and sixty are enhanced by a multitude of variables, and take on a variety of characteristics. The process takes gender into consideration and is both experience-expectant and experience-reliant. Biological traits initially create the framework for the life process, but it is an individual’s dedication to health that slows the ageing process, limits potential genetic/medical issues, and adds to the quality of life that is experienced. If precautions are not taken in early adulthood, the organs will automatically begin to diminish at a rate of 1% per year (Annenberg, 2007), and continue to decline indefinitely. Let’s break this down a little more; shall we?
“General Changes of Young adulthood”
Around the age of twenty, body systems are at optimum levels matter a fact, generally people are considered to be in their physical prime. That is why this is a great time to engage in hard work, athletic activities and problem-free reproduction (Berger, 2005, Anneberg, 2007)). Young adults experience a gradual increase of physical strength, and mobility until approximately age thirty when physical functioning is said to peek after which, for most people, quality becomes the product of effort not a set factor of life. For example, an individual who maintains a healthy diet, exercises, avoids harmful agents, and seeks prompt medical attention (as needed) will have a better chance of leading a healthy life compared to an individual who lays around eating junk food, drinking or drugging, and/or ignoring the symptoms of possible ailments. It is the habits, actions, and responses in early adulthood that sets the stage for the mid-adulthood.
“General Changes of Mid-Adulthood”
Mid-adulthood’s physical development is marked by easily seen characteristics such as, the beginning of graying, thinning and/or balding hair, gradual shifts/increases of weight, increased body fat and decreased lean muscle mass (Annenberg, 2007). Its other symptoms are less visible and include the gradual degeneration of hearing and vision, the stiffening and thickening of cell membranes that can begin to limit mobility and the reduction of recovery time associated with physical stress (Berger, 2005). Obviously, the odds are stacked against the individual who continues to engage in risky behaviors. However, it should be noted that the most serious repercussions aren’t normally seen until late adulthood. Therefore, it is not to late to improve one’s health if they modify their diet, begin an exercise program, and seek medical advice on a regular basis.
“Gender Changes Between Age 20-60”
In many ways, males and females progress through life along the same path. That path however often curves on a biological level that is gender related. It seems that the most common easily distinguished area is in the sexual topics. Let’s begin with reproduction. The male and female sexuality is based on hormones. These hormones create changes in the body and the time frame of those changes is often called the biological clock. Females must be more cautious of their biological clock than do males because theirs is much much shorter. Basically it is preferred, and considered safer for females to reproduce before age 30 and definitely by age 39; where as males are preferred by age forty but can actually reproduce indefinitely unless they face other medical conditions that prevents such actions. Only 15% of couples will face the inability to reproduce and 25% of the time its because of the males inability to reproduce for reasons such as sperm/sperm count related issues. Females however may face myriad issues such as endometriosis, infections, tumors, and past deceases such as PID (Pelvic Inflammatory Disease) that can make conception impossible or even if pregnancy occurs make the baby impossible to carry.
Of course once the clock reaches runs out, Females face Menopause; men need not worry about such things. Menopause is a eliminating process, where the female body no longer produces the amount of hormones it once did and therefore no longer occurs a monthly menstrual cycle. This process strikes the female around the age of 45-58 and lasts approximately one year. Menopause can strike earlier if a female has had hysterectomy surgery, or other unique circumstances. It can produce many uncomfortable symptoms including hot flashes, cold sweats, insomnia, mood-swings, dry skin, loss of breast tissue, and vaginal dryness. Hormonal Replacement Therapy is available to patients who suffer from Menopause but the treatment poses more of a threat than the symptoms does. Patients who utilize HRT are more likely to get Alzheimer’s, senile dementia, cancer and are at a higher risk for severe blood clots (Berger, 2005).
Males are not completely without their own share of gender-based changes. Males are challenged to endure what is called “male patterned baldness” (Berger, 2005). Usually youthful males, who lose the top parts of their hair, and become unable to grow it back, suffer this. MPB is genetically linked and passed from father to son.
“Self Induced Medical Problems Of adulthood”
Many adults face self-induced health issues. Most of these situations occur in early adulthood but if left untreated can continue indefinitely or lead to fatal results.
The first self-induced trauma is drug and alcohol addiction. Young adults as coping agents to reduce stress and negative emotions more likely use addictive agents. Abuse is also higher during social functions such as parties, spectator sporting events, rock concerts, and other group activities because peer pressure is so much higher during such times. Addictive substance and crowds also lead to a serious social issue(Berger, Anneberg, 2007). Which brings us to our second self-induced trauma unplanned/unprotected sexual activities. In this day and age one occasion of unprotected sexual activity can produce not only the normal pregnancy and curable STD but it can lead to the transmission of HIV. HIV is a powerful deadly disease that is transmitted by blood, and body fluids. It affects the immune system. Since a person can go months or years and there is no known cure for HIV, it becomes a silent killer. The best way to prevent the passing of this deadly disease is to sustain from using I.V. drugs, stay away from body fluids of others, and save sexual activity until after marriage. However, IF you feel the absolute need to indulge in love making; use a condom EVERY single time. It’s your life: Only you can protect it!
Cognitive Development
Cognitive development describes the intellectual or educational side of human growth. It includes but is not limited to the thinking process, perceptual ability, and communication (Berger, 2005). Between ages twenty and sixty, a lot of cognitive skills present themselves, level out and progress. Between twenty to forty years of age, individuals find that their thinking becomes more practical. Short-term memory grows and peaks as wisdom and expertise begins to develop. Through learned experience, they begin to adapt to the inconsistent and complex issues of day-to-day life. Vocabulary and knowledge continues as they attend work, social events and engage in everyday problem solving
As the adult reaches forty-one through sixty; mid-adulthood, reaction time and mental processing begins to slow (Anneberg, 2007). Intellectual abilities depend on a use it or lose it theory. The more the person utilizes their educational skills the more apt they are to continue to carry on in the same manner as before. Basically long and short-term memory will stay intact for many years to come as long as they are utilized (Berger, 2005).
Psychosocial development
Psychosocial Development describes more intimate areas of human development. These intimate areas include the emotional character, personality, and the ability to form and maintain interpersonal relationships (Berger, 2005). Many outside influences as well as the above biological changes influence these important traits.
During young adulthood, individuals can face many chaotic issues. Some of which include issues of identity, intimacy, marriage, family maintenance, friendships, finances, and day-to-day life (Berger, 2005). It’s a lot to handle and a strong support system is the most important asset a person can hold.
Mid-Adulthood often comes with it’s own crisis. It’s during this time that many individuals face empty-nest syndrome. Their children are moving out and at first it’s hard to handle. But, after a while, things slip into a newfound comfort level and life gains unexpected happiness; especially in the area of marriage. Other issues of mid-adulthood include, insecurities about life’s accomplishments this includes job promotions, future retirement, etc. Thankfully by this time, most people have a stress elimination plan in place and are better equipped to handle change.
“Marriage, Intimacy, & Divorce”
Human beings are sexually, intimate individuals. We have not only a desire but also the actual yearning to experience intimacy. We want friendships that support us, romantic relationships that fulfill our wildest dreams and sexual encounters that leave us breathless (Berger, 2005).
In today’s society marriage isn’t as important as finding and sharing life with that special someone. (This includes Homosexual relationships) Which is probably why the non-married rates are up, the average numbers of co-habitates are up, and the average single mother rate is up, even though most cultures still hold marriage as the highest proof of commitment it’s obvious that relationship success comes from maturity, homagamy, hetrogamy, equality, love, intimacy, consistent expectations and commitment (Berger, 2005). Over all, marriage is a continual work in progress and requires frequent attention to maintain the levels of communication.
Sadly though, every now and then no matter how much one works at it,, adults are forced to deal with off the wall change. I’m not talking about finances, childbirth, or even life and death. For this section, I am going to discuss D-I-V-O-R-C-E. Now I’m sure NO-ONE goes into marriage, or at least not the average person anyway, thinking “one of these days, I’m going to get divorced!” So divorce is usually a devastating thing. People who face divorce tend to experience depression, insecurity, anxiety, and trust issues. They are probably pretty well use to intimacy, and commitment and losing this can create quite a stress on the body and mind. If the couple has children, it can open a whole new line of issues. Custody battles, continued correspondence, mixed emotions, and awkward moments can make moving on even more difficult. Again the best thing is a strong support system. People who face divorce need someone who will listen to them rant, listen to them cry, listen to their stories, and tell them their feelings are justified. One can’t always remove the anguish from the life but keeping a friend from experiencing it alone cam make a huge difference.
“How To Deal with stress”
Dealing with stress is as unique as the person who is dealing w/ the stress in the first place. However, there are many things a person (no matter their age) can do to lower stress levels; beginning with attempting to understand not only what causes you stress but how you react to stress and then making every attempt possible to eliminate those issues from your life. Some other things that help manage stress levels include learning to balance life through relaxation, exercise and work. Of course getting enough sleep and avoiding alcohol and drugs will always help maintain a healthier body. (Berger, 2005).
References
Annenberg Media (2007). Discovering Psychology. Age 20-40. Retrieved Feb. 1, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/20-40.html
Annenberg Media (2007). Discovering Psychology. Age 41-60. Retrieved Feb. 1, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/40_60.html
Berger, Kathleen (2005). The Developing Person through the life span (6th ed.)
New York: Worth Publications.
In this stage of life, Biological, Cognitive, and Psychosocial Development are noted as physical, educational, sexual, emotional, and personality enhancements that continue to help create new milestones. On the following pages, we shall discuss these different areas, provide examples and show how the development of a adult aged twenty to sixty progresses. By the end of this document, one should be able to provide a simple description of this process with little to no difficulty.
Biological Development
“Overview”
Biological development between the ages of twenty and sixty are enhanced by a multitude of variables, and take on a variety of characteristics. The process takes gender into consideration and is both experience-expectant and experience-reliant. Biological traits initially create the framework for the life process, but it is an individual’s dedication to health that slows the ageing process, limits potential genetic/medical issues, and adds to the quality of life that is experienced. If precautions are not taken in early adulthood, the organs will automatically begin to diminish at a rate of 1% per year (Annenberg, 2007), and continue to decline indefinitely. Let’s break this down a little more; shall we?
“General Changes of Young adulthood”
Around the age of twenty, body systems are at optimum levels matter a fact, generally people are considered to be in their physical prime. That is why this is a great time to engage in hard work, athletic activities and problem-free reproduction (Berger, 2005, Anneberg, 2007)). Young adults experience a gradual increase of physical strength, and mobility until approximately age thirty when physical functioning is said to peek after which, for most people, quality becomes the product of effort not a set factor of life. For example, an individual who maintains a healthy diet, exercises, avoids harmful agents, and seeks prompt medical attention (as needed) will have a better chance of leading a healthy life compared to an individual who lays around eating junk food, drinking or drugging, and/or ignoring the symptoms of possible ailments. It is the habits, actions, and responses in early adulthood that sets the stage for the mid-adulthood.
“General Changes of Mid-Adulthood”
Mid-adulthood’s physical development is marked by easily seen characteristics such as, the beginning of graying, thinning and/or balding hair, gradual shifts/increases of weight, increased body fat and decreased lean muscle mass (Annenberg, 2007). Its other symptoms are less visible and include the gradual degeneration of hearing and vision, the stiffening and thickening of cell membranes that can begin to limit mobility and the reduction of recovery time associated with physical stress (Berger, 2005). Obviously, the odds are stacked against the individual who continues to engage in risky behaviors. However, it should be noted that the most serious repercussions aren’t normally seen until late adulthood. Therefore, it is not to late to improve one’s health if they modify their diet, begin an exercise program, and seek medical advice on a regular basis.
“Gender Changes Between Age 20-60”
In many ways, males and females progress through life along the same path. That path however often curves on a biological level that is gender related. It seems that the most common easily distinguished area is in the sexual topics. Let’s begin with reproduction. The male and female sexuality is based on hormones. These hormones create changes in the body and the time frame of those changes is often called the biological clock. Females must be more cautious of their biological clock than do males because theirs is much much shorter. Basically it is preferred, and considered safer for females to reproduce before age 30 and definitely by age 39; where as males are preferred by age forty but can actually reproduce indefinitely unless they face other medical conditions that prevents such actions. Only 15% of couples will face the inability to reproduce and 25% of the time its because of the males inability to reproduce for reasons such as sperm/sperm count related issues. Females however may face myriad issues such as endometriosis, infections, tumors, and past deceases such as PID (Pelvic Inflammatory Disease) that can make conception impossible or even if pregnancy occurs make the baby impossible to carry.
Of course once the clock reaches runs out, Females face Menopause; men need not worry about such things. Menopause is a eliminating process, where the female body no longer produces the amount of hormones it once did and therefore no longer occurs a monthly menstrual cycle. This process strikes the female around the age of 45-58 and lasts approximately one year. Menopause can strike earlier if a female has had hysterectomy surgery, or other unique circumstances. It can produce many uncomfortable symptoms including hot flashes, cold sweats, insomnia, mood-swings, dry skin, loss of breast tissue, and vaginal dryness. Hormonal Replacement Therapy is available to patients who suffer from Menopause but the treatment poses more of a threat than the symptoms does. Patients who utilize HRT are more likely to get Alzheimer’s, senile dementia, cancer and are at a higher risk for severe blood clots (Berger, 2005).
Males are not completely without their own share of gender-based changes. Males are challenged to endure what is called “male patterned baldness” (Berger, 2005). Usually youthful males, who lose the top parts of their hair, and become unable to grow it back, suffer this. MPB is genetically linked and passed from father to son.
“Self Induced Medical Problems Of adulthood”
Many adults face self-induced health issues. Most of these situations occur in early adulthood but if left untreated can continue indefinitely or lead to fatal results.
The first self-induced trauma is drug and alcohol addiction. Young adults as coping agents to reduce stress and negative emotions more likely use addictive agents. Abuse is also higher during social functions such as parties, spectator sporting events, rock concerts, and other group activities because peer pressure is so much higher during such times. Addictive substance and crowds also lead to a serious social issue(Berger, Anneberg, 2007). Which brings us to our second self-induced trauma unplanned/unprotected sexual activities. In this day and age one occasion of unprotected sexual activity can produce not only the normal pregnancy and curable STD but it can lead to the transmission of HIV. HIV is a powerful deadly disease that is transmitted by blood, and body fluids. It affects the immune system. Since a person can go months or years and there is no known cure for HIV, it becomes a silent killer. The best way to prevent the passing of this deadly disease is to sustain from using I.V. drugs, stay away from body fluids of others, and save sexual activity until after marriage. However, IF you feel the absolute need to indulge in love making; use a condom EVERY single time. It’s your life: Only you can protect it!
Cognitive Development
Cognitive development describes the intellectual or educational side of human growth. It includes but is not limited to the thinking process, perceptual ability, and communication (Berger, 2005). Between ages twenty and sixty, a lot of cognitive skills present themselves, level out and progress. Between twenty to forty years of age, individuals find that their thinking becomes more practical. Short-term memory grows and peaks as wisdom and expertise begins to develop. Through learned experience, they begin to adapt to the inconsistent and complex issues of day-to-day life. Vocabulary and knowledge continues as they attend work, social events and engage in everyday problem solving
As the adult reaches forty-one through sixty; mid-adulthood, reaction time and mental processing begins to slow (Anneberg, 2007). Intellectual abilities depend on a use it or lose it theory. The more the person utilizes their educational skills the more apt they are to continue to carry on in the same manner as before. Basically long and short-term memory will stay intact for many years to come as long as they are utilized (Berger, 2005).
Psychosocial development
Psychosocial Development describes more intimate areas of human development. These intimate areas include the emotional character, personality, and the ability to form and maintain interpersonal relationships (Berger, 2005). Many outside influences as well as the above biological changes influence these important traits.
During young adulthood, individuals can face many chaotic issues. Some of which include issues of identity, intimacy, marriage, family maintenance, friendships, finances, and day-to-day life (Berger, 2005). It’s a lot to handle and a strong support system is the most important asset a person can hold.
Mid-Adulthood often comes with it’s own crisis. It’s during this time that many individuals face empty-nest syndrome. Their children are moving out and at first it’s hard to handle. But, after a while, things slip into a newfound comfort level and life gains unexpected happiness; especially in the area of marriage. Other issues of mid-adulthood include, insecurities about life’s accomplishments this includes job promotions, future retirement, etc. Thankfully by this time, most people have a stress elimination plan in place and are better equipped to handle change.
“Marriage, Intimacy, & Divorce”
Human beings are sexually, intimate individuals. We have not only a desire but also the actual yearning to experience intimacy. We want friendships that support us, romantic relationships that fulfill our wildest dreams and sexual encounters that leave us breathless (Berger, 2005).
In today’s society marriage isn’t as important as finding and sharing life with that special someone. (This includes Homosexual relationships) Which is probably why the non-married rates are up, the average numbers of co-habitates are up, and the average single mother rate is up, even though most cultures still hold marriage as the highest proof of commitment it’s obvious that relationship success comes from maturity, homagamy, hetrogamy, equality, love, intimacy, consistent expectations and commitment (Berger, 2005). Over all, marriage is a continual work in progress and requires frequent attention to maintain the levels of communication.
Sadly though, every now and then no matter how much one works at it,, adults are forced to deal with off the wall change. I’m not talking about finances, childbirth, or even life and death. For this section, I am going to discuss D-I-V-O-R-C-E. Now I’m sure NO-ONE goes into marriage, or at least not the average person anyway, thinking “one of these days, I’m going to get divorced!” So divorce is usually a devastating thing. People who face divorce tend to experience depression, insecurity, anxiety, and trust issues. They are probably pretty well use to intimacy, and commitment and losing this can create quite a stress on the body and mind. If the couple has children, it can open a whole new line of issues. Custody battles, continued correspondence, mixed emotions, and awkward moments can make moving on even more difficult. Again the best thing is a strong support system. People who face divorce need someone who will listen to them rant, listen to them cry, listen to their stories, and tell them their feelings are justified. One can’t always remove the anguish from the life but keeping a friend from experiencing it alone cam make a huge difference.
“How To Deal with stress”
Dealing with stress is as unique as the person who is dealing w/ the stress in the first place. However, there are many things a person (no matter their age) can do to lower stress levels; beginning with attempting to understand not only what causes you stress but how you react to stress and then making every attempt possible to eliminate those issues from your life. Some other things that help manage stress levels include learning to balance life through relaxation, exercise and work. Of course getting enough sleep and avoiding alcohol and drugs will always help maintain a healthier body. (Berger, 2005).
References
Annenberg Media (2007). Discovering Psychology. Age 20-40. Retrieved Feb. 1, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/20-40.html
Annenberg Media (2007). Discovering Psychology. Age 41-60. Retrieved Feb. 1, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/40_60.html
Berger, Kathleen (2005). The Developing Person through the life span (6th ed.)
New York: Worth Publications.
The Temp. Insanity Of Adolescence (Written for Class)
Introduction
During adolescence, as children morph from childhood to adulthood, change takes place through a process called puberty. Puberty begins around the age of eight to twelve and is triggered by hormonal changes but is not a process that concludes over night. The onset of puberty arrives under unique circumstances. It is influenced by a variety of different variables and its physical side is generally more visible than it’s cognitive or psychosocial side. Despite popular belief, the finalization of puberty can surpass the teen years completely and terminate well into the twenties. (Annenberg, 2007)
In this stage of life, Biological, Cognitive, and Psychosocial Development are noted as physical, educational, sexual, emotional, and personality enhancements that continue to help create new milestones. On the following pages, we shall discuss these different areas, provide examples and show how the development of a child/adolescent aged eight through nineteen progresses. By the end of this document, one should be able to provide a simple description of this process with little to no difficulty.
Biological Development
Biological Development involves changes that are physical in nature. Through the adolescence years, these changes include internal as well as external body changes and are stimulated by hormonal development. These changes take place approximately two years’ earlier in females than they do in males. Therefore, since this stage of development is gender specific, we shall separate the two making it easier to explain.
In General, with girls, the onset of puberty begins around the age of eight to twelve. Where as with boys, there is a two-year delay that sets puberty at approximately age twelve to fourteen. During this time, a girl’s ovaries begin to produce eight times more estrogen than ever before. A boy’s testis generates eighteen times more testosterone than ever before. (Annenberg, 2007) This rise in estrogen and testosterone causes the body to under go transformations such as increased height, weight, and musculature change. Pubic, under-arm and leg hair begin to blossom (Lewis, 2007). With girls, hips begin to spread, and breasts begin to develop. With boys, voices deepen and ejaculation becomes possible. (Annenberg, 2007) This process seems to lead girls to menstruation around age thirteen and full facial hair for males around age 18 as their physical adulthood begins. It should be noted however, that menstruation can begin at any time during puberty and it is not abnormal for a young lady to begin earlier or later than her peers.
Over all, Boys and girls of all ages can experience a variety of issues that can delay and or speed the maturity process. Some biological variations include, but are not limited to, things such as stress, body mass, and disorders such as anorexia. Stress can cause many changes in the body. It can slow down the creation of hormonal substances or speed the process. Stress and/or anorexia can cause delay menstruation, cause irregular bleeding, or temporarily end the process all-together. Body mass comes into consideration because most girls begin to enter puberty around the time they reach one hundred pounds. Heavier girls tend to reach puberty faster than thinner girls and the more actively involved in heavy sports a girl is will also contribute to the arrival of hormonal change. Despite the delayed possibilities, most adolescents reach puberty in average times. Generally, girls will reach physical adulthood by age sixteen and males by eighteen.
Cognitive Development
Cognitive development describes the intellectual or educational side of human growth. It includes but is not limited to the thinking process, perceptual ability, and communication. During age ten to twelve logical thought processes become abstract thinking, planning and memory skills improve, the long-term memory strengthens, and language skills develop into more complex and concrete forms of verbal communication. By age fifteen, (Annenberg, 2007) an adolescent’s formal operational reasoning takes hold and the capacity for the abstract and scientific thought process emerges. (Health, 2006) Basically, they become capable of thinking in a new critical, self-conscious ways. However, it is around this age that sarcasm may seem to slip into the picture as the child begins to grasp new concepts and becomes less sincere in their choice of words. This lasts a relatively short time, considering that by age sixteen to nineteen (Annenberg, 2007), coping skills develop substance as they learn to integrate rules and consequences into their decision making, and adolescents become able to better manage their problems and situations on a day to day bases. (Health, 2006) Basically, this is saying that the character of the youth becomes that of an adult and their intellectual skills mirror such improvements.
Psychosocial development
Psychosocial Development describes more intimate areas of human development. These intimate areas include the emotional character, personality, and the ability to form and maintain interpersonal relationships. Many outside influences as well as the above biological changes influence these important traits during adolescents.
Between the ages of ten and twelve, things begin to become complicated for the child. Not only is he or she facing their ever changing bodies, raging hormones, other normal day to day challenges, they begin to notice other things as well. Peers begin to split onto cliques, stereotypes, and prejudice seems to become more obvious, and a new sexual awakening challenges their sense of morals, and values (Lewis, 2007). These drastic changes can play an important role in the way a child portrays his or her self. Matter a fact; this can be the beginning of an emotional roller coaster for both the child and his or her parents.
Over all, a strong support system can make an extreme difference in an adolescent’s life. If a strong system is in place, it is more likely that a thirteen to fifteen year old teenager will feel more comfortable asking advice, thus creating a stronger self-esteem and enabling the individual to make more responsible choices. (A proper support system will assure the teen is educated in all areas of potential issues, along with support the ones at hand) (Cleveland, 2006). When a child maintains this type of relationship with at least one adult, they gain self-confidence, and are more likely to separate themselves from conflict, invest in healthy friendships, value education, hold on to their virtue, and decline offers of potentially harmful substances. Not to mention, the more positive the adolescent experience is for the teen, the more positive it will be for the parent and society as a whole.
Ok, So, Not all adolescent aged individuals can cruse through life without chaotic moments and although parental involvement plays a huge role in adolescent success it’s not the only element that influences behavior. Matter a fact; many responsible parents have faced heartache when their child has made bad choices, as well as, negligent and/or abusive parents who managed to gain responsible offspring with little to no guidance at all. This is where other variables come into play. Biological, sociological, or psychological dysfunctions, and peer pressure enhance the chances of adolescent productivity and negativity (Annenberg, 2007).
Hormonal changes can create issues such as depression, anxiety, eating disorders, etc. These issues (among others) can lead to such actions as alcohol and drug abuse, suicide attempts, eating disorders, and other deviant behaviors. Teens in these predicaments are also more likely to engage in unprotected adolescent sexual encounters than those who maintain strong support systems and healthy self-images. (Which of course is a matter of life and death) These effects are multiplied when a teen also faces societal issues such as publicly humiliating situations including being subjected to bullying or hazing, peer pressure, and the lack of a healthy support system. Children who face these situations tend to seek attention from unhealthy sources and need immediate intervention. Common signs these situations are, lack of conversation, decreased activities, shakiness, obviously weight gain or loss, lack of appetite, over eating, pupil dilation, and unexplainable marks (among others). (Cleveland, 2006) Parents should pre-educate themselves and at the first sight of these signs provide a comfortable setting for one on one conversation between parent and child and if necessary seek professional advice from a qualified therapist to ensure the safety of the situation.
Conclusion
The Adolescent era has a lot of incoming and out going obstacles. Each individual child has a unique personality and should be treated as such. Parental support continues to play an important role but is not the only influence. Changing bodies, raging hormones, societal changes, and peer pressure provide obstacles that may lead to deviant if not dangerous or even fatal results if not closely monitored and support granted on an as needed basis. Positive feedback is always helpful and provides guidance in ways that nothing else can. Over coddling is not necessary. Basically, since this is a time of learning and mistakes; unconditional love, guidance, and support are key elements for success. Remember, we were all kids at one time and we all made mistakes. We all sought individuality. We all deemed ourselves invincible. We all learned that most mistakes are small enough, easily forgotten, and fixable. We may live in a different age, but, even body piercing can be removed; hair re-grown or dyed, and above all adolescent’s conquered if our teens are shown the way. Again, The insanity of adolescence is only temporary with limited to no adverse effects.. When it’s over, our children will beat the odds and become mature adults. After all, WE DID!
References
Annenberg Media (2007). Discovering Psychology. Age 10-12. Retrieved Jan. 25, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/10_12.html
Annenberg Media (2007). Discovering Psychology. Age 13-15. Retrieved Jan. 25, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/13_15.html
Annenberg Media (2007). Discovering Psychology. Age 16-19. Retrieved Jan. 25, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/16_19.html
Cleveland Clinic, The. (2006) Social Development During the Teen Years.
Retrieved Jan 24, 2007 From: The Cleveland Clinic Information Center Website:
http://www.clevelandclinic.org/health/health-i info/docs/2700/2707.asp?index=9983
Health topic contract (2006). Adolescent Medicine; Adolescent development.
Retrieved Jan. 28, 2007 From University of Virginia Health Systems website:
http://www.healthsystem.virginia.edu/UVaHealth/peds_adolescent/cogdev.cfm
Lewis, Joe (2007). The Physiological and Psychological Development of the Adolescent.
Retrieved Jan 26, 2007. From Yale-New Haven Teachers Institute website:
http://www.yale.edu/ynhti/curriculum/units/1991/5/91.05.07.x.html#b
During adolescence, as children morph from childhood to adulthood, change takes place through a process called puberty. Puberty begins around the age of eight to twelve and is triggered by hormonal changes but is not a process that concludes over night. The onset of puberty arrives under unique circumstances. It is influenced by a variety of different variables and its physical side is generally more visible than it’s cognitive or psychosocial side. Despite popular belief, the finalization of puberty can surpass the teen years completely and terminate well into the twenties. (Annenberg, 2007)
In this stage of life, Biological, Cognitive, and Psychosocial Development are noted as physical, educational, sexual, emotional, and personality enhancements that continue to help create new milestones. On the following pages, we shall discuss these different areas, provide examples and show how the development of a child/adolescent aged eight through nineteen progresses. By the end of this document, one should be able to provide a simple description of this process with little to no difficulty.
Biological Development
Biological Development involves changes that are physical in nature. Through the adolescence years, these changes include internal as well as external body changes and are stimulated by hormonal development. These changes take place approximately two years’ earlier in females than they do in males. Therefore, since this stage of development is gender specific, we shall separate the two making it easier to explain.
In General, with girls, the onset of puberty begins around the age of eight to twelve. Where as with boys, there is a two-year delay that sets puberty at approximately age twelve to fourteen. During this time, a girl’s ovaries begin to produce eight times more estrogen than ever before. A boy’s testis generates eighteen times more testosterone than ever before. (Annenberg, 2007) This rise in estrogen and testosterone causes the body to under go transformations such as increased height, weight, and musculature change. Pubic, under-arm and leg hair begin to blossom (Lewis, 2007). With girls, hips begin to spread, and breasts begin to develop. With boys, voices deepen and ejaculation becomes possible. (Annenberg, 2007) This process seems to lead girls to menstruation around age thirteen and full facial hair for males around age 18 as their physical adulthood begins. It should be noted however, that menstruation can begin at any time during puberty and it is not abnormal for a young lady to begin earlier or later than her peers.
Over all, Boys and girls of all ages can experience a variety of issues that can delay and or speed the maturity process. Some biological variations include, but are not limited to, things such as stress, body mass, and disorders such as anorexia. Stress can cause many changes in the body. It can slow down the creation of hormonal substances or speed the process. Stress and/or anorexia can cause delay menstruation, cause irregular bleeding, or temporarily end the process all-together. Body mass comes into consideration because most girls begin to enter puberty around the time they reach one hundred pounds. Heavier girls tend to reach puberty faster than thinner girls and the more actively involved in heavy sports a girl is will also contribute to the arrival of hormonal change. Despite the delayed possibilities, most adolescents reach puberty in average times. Generally, girls will reach physical adulthood by age sixteen and males by eighteen.
Cognitive Development
Cognitive development describes the intellectual or educational side of human growth. It includes but is not limited to the thinking process, perceptual ability, and communication. During age ten to twelve logical thought processes become abstract thinking, planning and memory skills improve, the long-term memory strengthens, and language skills develop into more complex and concrete forms of verbal communication. By age fifteen, (Annenberg, 2007) an adolescent’s formal operational reasoning takes hold and the capacity for the abstract and scientific thought process emerges. (Health, 2006) Basically, they become capable of thinking in a new critical, self-conscious ways. However, it is around this age that sarcasm may seem to slip into the picture as the child begins to grasp new concepts and becomes less sincere in their choice of words. This lasts a relatively short time, considering that by age sixteen to nineteen (Annenberg, 2007), coping skills develop substance as they learn to integrate rules and consequences into their decision making, and adolescents become able to better manage their problems and situations on a day to day bases. (Health, 2006) Basically, this is saying that the character of the youth becomes that of an adult and their intellectual skills mirror such improvements.
Psychosocial development
Psychosocial Development describes more intimate areas of human development. These intimate areas include the emotional character, personality, and the ability to form and maintain interpersonal relationships. Many outside influences as well as the above biological changes influence these important traits during adolescents.
Between the ages of ten and twelve, things begin to become complicated for the child. Not only is he or she facing their ever changing bodies, raging hormones, other normal day to day challenges, they begin to notice other things as well. Peers begin to split onto cliques, stereotypes, and prejudice seems to become more obvious, and a new sexual awakening challenges their sense of morals, and values (Lewis, 2007). These drastic changes can play an important role in the way a child portrays his or her self. Matter a fact; this can be the beginning of an emotional roller coaster for both the child and his or her parents.
Over all, a strong support system can make an extreme difference in an adolescent’s life. If a strong system is in place, it is more likely that a thirteen to fifteen year old teenager will feel more comfortable asking advice, thus creating a stronger self-esteem and enabling the individual to make more responsible choices. (A proper support system will assure the teen is educated in all areas of potential issues, along with support the ones at hand) (Cleveland, 2006). When a child maintains this type of relationship with at least one adult, they gain self-confidence, and are more likely to separate themselves from conflict, invest in healthy friendships, value education, hold on to their virtue, and decline offers of potentially harmful substances. Not to mention, the more positive the adolescent experience is for the teen, the more positive it will be for the parent and society as a whole.
Ok, So, Not all adolescent aged individuals can cruse through life without chaotic moments and although parental involvement plays a huge role in adolescent success it’s not the only element that influences behavior. Matter a fact; many responsible parents have faced heartache when their child has made bad choices, as well as, negligent and/or abusive parents who managed to gain responsible offspring with little to no guidance at all. This is where other variables come into play. Biological, sociological, or psychological dysfunctions, and peer pressure enhance the chances of adolescent productivity and negativity (Annenberg, 2007).
Hormonal changes can create issues such as depression, anxiety, eating disorders, etc. These issues (among others) can lead to such actions as alcohol and drug abuse, suicide attempts, eating disorders, and other deviant behaviors. Teens in these predicaments are also more likely to engage in unprotected adolescent sexual encounters than those who maintain strong support systems and healthy self-images. (Which of course is a matter of life and death) These effects are multiplied when a teen also faces societal issues such as publicly humiliating situations including being subjected to bullying or hazing, peer pressure, and the lack of a healthy support system. Children who face these situations tend to seek attention from unhealthy sources and need immediate intervention. Common signs these situations are, lack of conversation, decreased activities, shakiness, obviously weight gain or loss, lack of appetite, over eating, pupil dilation, and unexplainable marks (among others). (Cleveland, 2006) Parents should pre-educate themselves and at the first sight of these signs provide a comfortable setting for one on one conversation between parent and child and if necessary seek professional advice from a qualified therapist to ensure the safety of the situation.
Conclusion
The Adolescent era has a lot of incoming and out going obstacles. Each individual child has a unique personality and should be treated as such. Parental support continues to play an important role but is not the only influence. Changing bodies, raging hormones, societal changes, and peer pressure provide obstacles that may lead to deviant if not dangerous or even fatal results if not closely monitored and support granted on an as needed basis. Positive feedback is always helpful and provides guidance in ways that nothing else can. Over coddling is not necessary. Basically, since this is a time of learning and mistakes; unconditional love, guidance, and support are key elements for success. Remember, we were all kids at one time and we all made mistakes. We all sought individuality. We all deemed ourselves invincible. We all learned that most mistakes are small enough, easily forgotten, and fixable. We may live in a different age, but, even body piercing can be removed; hair re-grown or dyed, and above all adolescent’s conquered if our teens are shown the way. Again, The insanity of adolescence is only temporary with limited to no adverse effects.. When it’s over, our children will beat the odds and become mature adults. After all, WE DID!
References
Annenberg Media (2007). Discovering Psychology. Age 10-12. Retrieved Jan. 25, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/10_12.html
Annenberg Media (2007). Discovering Psychology. Age 13-15. Retrieved Jan. 25, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/13_15.html
Annenberg Media (2007). Discovering Psychology. Age 16-19. Retrieved Jan. 25, 2007
From WGBH Educational Foundation website:
http://www.learner.org/discoveringpsychology/development/16_19.html
Cleveland Clinic, The. (2006) Social Development During the Teen Years.
Retrieved Jan 24, 2007 From: The Cleveland Clinic Information Center Website:
http://www.clevelandclinic.org/health/health-i info/docs/2700/2707.asp?index=9983
Health topic contract (2006). Adolescent Medicine; Adolescent development.
Retrieved Jan. 28, 2007 From University of Virginia Health Systems website:
http://www.healthsystem.virginia.edu/UVaHealth/peds_adolescent/cogdev.cfm
Lewis, Joe (2007). The Physiological and Psychological Development of the Adolescent.
Retrieved Jan 26, 2007. From Yale-New Haven Teachers Institute website:
http://www.yale.edu/ynhti/curriculum/units/1991/5/91.05.07.x.html#b
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