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Mean Girls: Life Stage
Mean Girls is a comedy film released in 2004 that tells the story of Cady Heron, a high school transfer student who becomes friends with a group of popular girls known as "the Plastics" but eventually turns on them. The film is primarily set in a high school environment, with a focus on the social dynamics among teenage girls.
The life stage prominently featured in the film is adolescence, specifically the high school years. The film portrays various concepts related to this life stage, including social identity development, peer pressure, and social hierarchy. The core conflict in the film is related to the identity vs. role confusion conflict identified in Eriksons Stages of Development (Kitchens & Abell, 2020).
Social identity development refers to the process of forming one's sense of self in relation to social groups. In the film, Cady struggles to find her place in the social hierarchy of her new school. She initially tries to fit in with the popular girls, but eventually realizes that this is not who she truly is. As she spends more time with the Plastics, Cady begins to realize that they are not the kind of people she wants to be friends with. She sees their cruel behavior towards others and how they use their social status to manipulate those around them. She also starts...…how people at this life stage can have a variety of influences beyond school lifesuch as home life, work life, church life, other engagement with adults, or even with multiple groups and media. All of these can be influences that pertain to the development and shaping of a person in this life stage. Yet the resolution of the identity vs. role confusion conflict at the heart of this life stage is not easily achieved and does not happen overnight. It is typically a process that requires time, reflection, growth, and maturity. To the extent that a person is challenged, gains in awareness, grows in confidence, and discerns direction, resolution is usually within reach. This resolution usually…
References
Kitchens, R., & Abell, S. (2020). Ego Identity Versus Role Confusion. Encyclopedia of
Personality and Individual Differences, 1254-1257.
humans experience several stages of development throughout the lifespan. Nearly all recognize clear differences between an infant, toddler, adolescent, and adult. Although many, throughout history and the world, allege theories of human development, this phenomenon currently falls mainly within the realm of psychology. Not surprisingly, there exist many psychological theories of development, each with defining and respectable characteristics. However, two of the most well-known are those of Erik Erikson
Jean Piaget's 4 stages of development JEAN PIAGET THEORY OF 4 STAGES OF DEVELOPMENT Stages of Cognitive Development According to Piaget, assimilation and accommodation processes go on all through life. He, nevertheless, believed that cognitive development took place sequentially, one stage after another, in all children at about the same age. At the different phases of cognitive development, the outlook and interactions of children with their environment tend to vary. Piaget had four
Of course, not every individual resolves all of these conflicts successfully. "Erikson is not explicit but presumably assumes character types comprised of combinations of the sets of traits related to the eight stages of development. Whenever a fixation occurs, it is likely to jeopardize sound development in subsequent stages as well [Erikson said] -- 'failure is cumulative'" ("Erik Homburg Erikson,"2008). Influences The era when Erikson developed his theory of development was
The AA also provides a strong network of relationships that is important for the recovery and support process as pointed out by Khantzian & Mack, (1994, pp.348). The steps are important since they assist the alcoholics in becoming patient. They also admit that they are reckless and out of control. They also give up the alcoholic struggle with self and the bottle in order to allow the higher power as
Levinson (1986) saw this phase as being marked by increasingly strong relationships with significant aspects of the external world. For many people (indeed perhaps most), these relationships are with other people. But Levinson believed that this did not need to be the case for a healthy development. Equally valid and fulfilling connections can be made at this stage of life with animal companions or with a relationship with nature