Sample paper #1: Case study of an actual person at a particular age:
Case study of a Middle Aged Female (click on hyperlink to view) thanks, EP!
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Case Study:
Female in Adulthood, Age 50
Jane P. Student
PSY 241
Mr. Wolf
November 10, 2009
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Abstract
During adulthood, ages twenty-five to sixty-five, several changes begin to occur within the individual. While bodies grow more mature and minds continue to master already learned material, individuals in this stage of the lifespan also go through more difficult changes including windfalls, illness and even death for some. According to Berger (2008), adulthood is a long sweep punctuated by events. The following case study will examine a female, Amy,[1] going through adulthood. By experiencing firsthand the struggles of depression and loss, along with additional health problems, theories such as selective optimization with compensation will be applied to her life in order to achieve a better understanding of the individual being studied.
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Case Study:
Female in Adulthood, Age 50
Adulthood is generally a time of growth and good life experiences. During this stage, individuals get married, have children, pursue careers and then later watch as their children grow into emerging adults themselves. However, every individual during this stage of life does not have the best of experiences. The particular individual being studied in this case is a fifty year old female who has been diagnosed with depression. Upon observation, it has been concluded that this individual, Amy, can be categorized as going through stage six of Erik Erikson’s psychosocial theory. The Escape Theory CITATION Cha02 \l 1033 (Explanations-Theories: Escape Theory, 2002) and Selective Optimization with Compensation CITATION Ber08 \l 1033 (Berger, 2008) are also applicable to Amy’s particular case. Amy also suffers from hypothyroidism, which can account from some of her troubles with depression and anxiety.
Amy has previously been diagnosed with depression. Growing up in an abusive home with a father who suffered from alcoholism along with being overweight for a vast majority of her childhood and adolescent years are contributing factors to her depression. In her blog, “Living around the Blues,” Anthea Rowan (2009) compares the process of slipping into depression with a child falling from a table and knocking dinner onto the floor:
That’s how it feels to watch a person slip into depression. You can see what’s about to happen, you can see a catastrophe unfolding, but you are completely powerless to do anything about it . . . And you know you’ll never be able to fix it, not without knowing there will always be cracks. Even if nobody else can see them, you will always know they are there, a fragility beneath the façade.
[Rowan, 2009, p.1]
In addition to suffering from depression, Amy also has hypothyroidism. Hypothyroidism is the most common thyroid problem in the United States which affects approximately fourteen million Americans, most commonly women CITATION Smo09 \l 1033 (Smoot, 2009). In his research about thyroid disease, Doctor Alan Cohen (2009) found a correlation between thyroid disease and depression. According to Cohen, thyroidism appears to “numb” the post-synaptic receptors for adrenalin, dopamine and other neurotransmitters. Dopamine, in particular, is a neurotransmitter associated with movement, attention, learning and the brain’s pleasure and reward system CITATION All99 \l 1033 (AllPsych, 1999). Problems with the brain’s pleasure and reward system could also affect emotions within an individual, thus further contributing to the symptoms of depression.
The Escape Theory states that many of the activities in which individuals indulge help them to get away from their lives, or their characters, with which they are not happy CITATION Cha02 \l 1033 (Explanations-Theories: Escape Theory, 2002). This theory goes on to explain that various individuals indulge themselves with hobbies or participate in extreme sports, even going as far as attempting suicide, in order to try to escape from some aspect of their lives. The escape theory is applicable in Amy’s life and can be seen within the activities with which she is involved in. For example, this particular individual spends a large amount of time participating in organizational clubs that require a large amount of time and involvement. In addition, Amy is very involved with pen-paling, an activity which also requires a large portion of her time. It is very possible that this individual is using these various activities as a means to escape from the reality of her everyday life.
Stage six of Erik Erikson’s stages of adulthood, Intimacy versus Isolation states that:
Adults seek intimacy – a close, reciprocal connection with another human being . . . This process begins in emerging adulthood and continues lifelong. Isolation is especially likely when divorce or death disrupts established intimate relationships.
[Berger, 2008, p.578]
Since she was taken out of work because of her medical conditions, Amy has become accustomed to spending a large portion of her time alone. Major events that have occurred in her life, such as both of her children marrying and moving away from home as well as the recent loss of her closest friend, have ultimately pushed Amy to spend even more time alone. It has been concluded that while Amy is receiving some intimacy, she is experiencing even more isolation, often spending several hours alone each day.
Along with dealing with depression, Amy is also dealing with issues related to her self-worth and self-concept. Seymour Epstein drew attention to the distinction between one’s personality and their self-concept CITATION McC90 \l 1033 (McCrae, 1990). Epstein suggested that people develop a view of themselves in early adulthood and then they cling to that image of themselves throughout their life, despite the various changes in their true nature. This theory would imply that an individual’s self-concept guides their behavior. According to Paul Gelinas (1984), the absence of conditions that are vital to the psychological well-being of an individual can cause that person to be blocked emotionally and become frustrated. Gelinas went on to say that “this frustration leads directly to anxiety . . . [and] loneliness then may emerge.” While many people think of sadness and depression as synonymous, clinicians recognize that a depressed person also has mixed feelings of pessimism, hopelessness and possibly anger CITATION Plu03 \l 1033 (Plutchik, 2003).
Feelings of inadequacy have led Amy to feel self-conscious. She is overly concerned with what those around her think of her. This outlook has brought about unneeded struggles with anxiety to Amy’s life. It appears as though Amy views herself using the looking-glass self. The looking-glass self is a concept developed by Charles Cooley that says an individual’s self-image is based on how they think others see them (Macionis, 2009). This idea can be destructive because in cases where people think others view them in a negative light, they will, in turn, view themselves in the same negative light.
In order to better cope with the circumstances of her life, it is apparent that Amy uses a method known as selective optimization with compensation. This theory, developed by Paul and Margaret Baltes states that:
People seek to optimize their development, looking for the best ways to compensate for physical and cognitive losses and to become more proficient at activities they can already do well.
[Berger, 2008, p.567]
Amy is not able to participate in many physical activities, such as going on a hike or riding a bicycle, due to her health. Because of this, Amy has trained her attention on the areas of her life in which she excels, as well as doing the things that she enjoys. Amy is a homemaker and she has mastered her cooking skills, as well as maintaining a neat and tidy home. Amy has also focused a large amount of time on being a supportive and nurturing mother and wife. The only downfall of her devotion to everyone around her, primarily her own family, would appear to be the neglect of herself. Amy seems to put others above her own self and that could be another contributing factor to her depression. It seems as though she often feels like those around her, those that she cares the most about, do not have the time or energy to devote the same amount of time to her as she devotes to them. It is very well possible that this single factor could add to the view that Amy has of everyone seeing her in a negative light. By those in her immediate circle, namely her husband and children, not paying as much attention to her that she needs, or desires, Amy could develop deeper feelings of uselessness. These feelings could add to the low self-image and the low amount of self-worth that Amy already attributes to herself.
Each stage of the lifespan is a time of biosocial, cognitive and psychosocial development within the individual. Thus, individual growth is an ongoing process marked by several ups and downs, as well as obstacles that must be faced by everyone at every stage of life. As is shown through Amy, adulthood can be a difficult time, with personal struggles. This stage of life can be a time when the reality of life catches up to an individual and they really have to take the time to examine where they stand in the scheme of things. Likewise, adulthood can be a time of learning, of growth, of loss and depression. As is evident in Amy’s situation, the act of providing for others, along with the affects of traumatizing childhood experiences have enveloped Amy with a low sense of self-worth and, sometimes, overwhelming feelings of depression. Amy has, however, in turn developed personal tools to help her deal with the problems going on in her everyday life. By using the Escape Theory, along with selective optimization with compensation, Amy has learned how to momentarily escape from the aspects of her life that she deems unattractive and, instead, focus her attention on activities that she enjoys and that she can perform at a level that is personally satisfactory.
It could be concluded that the actions of escaping and them compensating are the ways in which Amy is able to momentarily avoid her feelings of isolation. While it is evident that adulthood is generally a time of joy and of achieving personal goals, it has also become clear, by observing more closely an individual who does not always feel joyous, that adulthood is also a time of maturation and self-discovery.
References
BIBLIOGRAPHY \l 1033 AllPsych. (1999). Psychology Dictionary. Retrieved October 1, 2009, from AllPsych Online: http://allpsych.com/dictionary/d.html
Berger, K. (2008). The Developing Person Thru the Lifespan (7th Edition ed.). New York: Worth.
Cohen, A. (2009). Thyroid Disease and Depression. Retrieved October 1, 2009, from http://thyroid.about.com/library/weekly/aa110699.html
Explanations-Theories: Escape Theory. (2002). Retrieved September 30, 2009, from Changing Minds: http://changingminds.org/explanations/theories/escape_theory.htm
Gelinas, P. (1984). Coping With Loneliness. New York: Rosen.
Macionis, J. (2009). Society: The Basics (10th Edition ed.). New Jersey: Pearson Prentice Hall.
McCrae, R. a. (1990). Personality in Adulthood. New York: Guilford.
Plutchik, R. (2003). Emotions and Life: Perspectives From Psychology, Biology and Evolution. Washington: American Psychological Association.
Rowan, A. (2009, September). Living Around the Blues; Hiding Cracks: Why It's Hard To Forget Depression Lurks. Retrieved October 1, 2009, from Psychology Today: http://www.psychologytoday.com/blog/living-around-the-blues/200909/hiding-cracks.html
Smoot, L. (2009). Thyroid Disorders. Drug Topics (153), 30-37.
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Sample paper #2: Case study of a character in a book or movie (also of a given age)
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Running Head: RALPHIE PARKER CASE STUDY
Case Study:
Ralphie Parker from "A Christmas Story"
First M. Lastname
PSY 241
Mr. Wolf
Month day, 200*
Abstract
Many theories have been developed over the years to explain the development of human beings and the manner in which both nature and nurture interact to influence the ways in which humans think, feel, and behave. These theories range from Freud and Erikson’s psychoanalytic models, to Piaget’s cognitive developmental stages, and Bandura’s social learning viewpoint. No one single theory can account for an explanation of the complexity of the human experience. Yet each one is important in helping us understand how humans grow and develop from infancy to adulthood. One of the best ways to aid in an understanding of these many theories is to apply them within the context of an actual person. This paper examines a fictional character, Ralphie Parker, who is based upon the real-life memoirs of author Jean Shepherd. In nine-year-old Ralphie can be seen many of the traits and characteristics ascribed to middle childhood by several developmental theorists.
Case Study:
Ralphie Parker from "A Christmas Story"
The Christmas season has rolled around and nine-year-old Ralphie Parker has but one desire on his wish list for Santa – a Daisy Red Ryder 200-shot Carbine Action BB Gun. However, many obstacles lie between Ralphie and the gun of his dreams since every adult from his mother to his teacher to the department store Santa attempt to dissuade him with the words, "you’ll shoot your eye out." The movie, "A Christmas Story" is based upon the writings of Jean Shepherd and his memoirs of growing up in Indiana during the 1940’s. The movie is as much about childhood itself, as it is about Christmas and BB guns. Ralphie deals with his daredevil friends, the neighborhood bully, a younger brother (Randy) who refuses to eat, a loving but over-protective mother, and a turkey-eating, furnace-battling, foul-mouthed father (who is still portrayed in a most positive light). We get a chance to revisit childhood through Ralphie’s kid’s-eye view of the world as we watch him scheme and maneuver to obtain his goal.
Ralphie’s age is clearly stated at the beginning of the movie so he is obviously in the developmental period of middle childhood. Although less research has been done on children in this age group than on preschoolers or adolescents, it remains a significant time of life with major cognitive advances that will eventually affect adolescent and adult experiences (Bee & Boyd, 2003). Cognitive development is aided when children of this age are posed with the notion of finding solutions to problems and explaining and elaborating upon those solutions. Middle childhood is also a time of growth in the area of social skills, which involves how children behave towards adults and to each other (Schickedanz, et al., 2001). Ralphie’s key problem in the movie revolves around how he is going to obtain the gun against the wishes of so many adults, and the comedic results are his multiple trial-and-error attempts to generate solutions to what he describes as the "impenetrable BB gun web." Ralphie also understands that there are certain social rules for dealing with the adults in his life that are poles apart from the manner in which he interacts with friends his own age. A charming example of this occurs when Ralphie observes his friend, Schwartz, delivering a challenge to another friend, Flick. By going straight from the double dog dare to the triple dog dare (and bypassing the triple dare you) Ralphie states that Schwartz has committed a "major breach of etiquette."
Ralphie can be categorized as being in Piaget’s concrete operational stage, the third of Piaget’s four major periods of cognitive development. According to Piaget, the inborn ability to adapt to the environment is at the center of intelligent behavior. He believed cognitive development occurs in a series of stages with the child developing a new way of thinking and responding to the environment at each stage. Although the timing differs among individuals, Piaget believed that everyone goes through the same stages in the same order. In Piaget’s theory, a person deals with new information by means of adaptation, which involves two steps: assimilation and accommodation. Assimilation is the incorporation of new information into an existing cognitive structure, while accommodation involves change in an existing cognitive structure to include new information (Papalia & Olds, 1998).
According to Piaget, children are in the concrete operational stage from approximately ages seven to twelve. During this stage, they begin to demonstrate the beginnings of the capacity for adult logic. For the most part, though, their thought processes (operations) involve tangible objects and not abstract ideas, which is why their thinking is referred to as concrete (Etaugh & Rathus, 1995). In this context, however, the word concrete does not refer to items that can be physically touched, felt, or handled, but, to problems related to identifiable objects that can be directly perceived or imagined (Morrison, 1990). The cognitive changes of the concrete operational period allow children to plan and solve problems using their thinking and reasoning skills, which are more logical and organized than before. Concrete operational children are also less egocentric and are now able to view the world and themselves from the perspective of others. They realize that different situations and different values can cause people to see things in a different way (Ethaugh & Rathus, 1995).
Ralphie certainly demonstrates his problem-solving and reasoning skills as he schemes to obtain the much desired BB gun. He slips a Red Ryder ad between the pages of his mother’s Look magazine, informs his father that there have been grizzly bear sightings in the neighborhood, and works feverishly on a "What I Want for Christmas" writing assignment in order to plead his case with the teacher (along with a fruit basket bribe). In a last ditch effort to solve his dilemma, he even resorts to waiting in an endless line to see Santa. As Ralphie puts it, most kids his age "were scoffers. But right before zero-hour, it did not pay to take chances." Ralphie engages in all of these shenanigans because, as a concrete operational child, he does recognize that others (i.e. adults) view the world differently. He recognizes that his dreams of BB gun adventures are being thwarted by the grown-up view that he will invariable put his eye out. While he does not agree with this viewpoint, he understands it and does everything within his power to work around it.
Ralphie’s behavior in "A Christmas Story" can also be discussed using other developmental concepts of middle childhood. In addition to his four-stage theory of cognitive development, Piaget also identified two stages of moral development typical of children in elementary grades. Children through the 1st and 2nd grades are in the stage of heteronomy (or moral realism) in which the concept of right or wrong is determined solely by adult judgment. As a child matures, his thinking on moral issues changes to that of autonomy (or moral relativism) in which one is governed by oneself regarding acceptable behavior (Morrison, 1990). By this stage, children have come to realize that violators are only punished if they get caught. Ralphie and his fellow students are plainly in Piaget’s stage two of moral development. When Flick gets his tongue stuck on a frozen metal pole (due to the triple dog dare) the teacher demands to know the responsible party and delivers a guilt-inducing lecture. However, no one in the class snitches because in Ralphie’s words, "kids know its darn better not to get caught."
Freud’s concept of the latency period of middle childhood involves the suppression of sexual urges and the development of social skills. Children in this stage act as though the opposite sex does not exist and this is demonstrated throughout the movie. Except for his mother and his teacher, Ralphie never mentions or interacts with members of the opposite sex in any way. The only girls visible in the movie are either classmates or bystanders, which show that females are definitely on the periphery of Ralphie’s universe.
School-aged children also exhibit the concept of selective attention in which they can focus on relevant information for the task at hand and screen out distractions, a feat that preschool-aged children find almost impossible (Frost, Wortham, & Reifel, 2001). When Ralphie receives his long-awaited-for Little Orphan Annie decoder ring in the mail, he cannot wait to decipher Annie’s secret message delivered at the end of her radio program. The only location in his house that is private enough to engage in such a clandestine operation is the bathroom. Ralphie displays his selective attention when he is able to focus on his "mission" despite Randy’s incessant pounding on the bathroom door and his mother’s screams to "let him in, this instant!" (Unfortunately for Ralphie, the secret message turns out to be nothing more than a commercial for Ovaltine.)
Certainly not to be overlooked is Erikson’s idea of the middle childhood stage of industry vs. inferiority. According to Erikson, the primary psychosocial task of six- to twelve-year-olds is industry development or the willingness to work in order to accomplish goals. Like Freud, he also believed that sexual desires are latent during this period as the child actively engages in play, which Erikson called "the work of childhood" (Morrison, 1990). As stated previously, Ralphie repeatedly demonstrates the concept of industry in working towards his goal of the BB gun. Ralphie takes his playing very seriously as he dreams of the adventures he will have with the gun that even include defending his family from an attack by "Black Bart" and his gang. He refers to the Red Ryder as the "holy grail of gifts" and alludes to Christmas (and the toys that come along with it) as the event "around which the entire kid year revolved."
Friendship development in children occurs in five stages of overlapping development according to Robert Selman. Stage two (ages six to twelve) involves the concept of two-way, fair weather cooperation (Morrison, 1990). Ralphie and friends are more than willing to support Flick as he takes the triple dog dare to stick his tongue to the frozen metal pole, and stand in wondered awe as he is unable to disengage himself. But when recess is over and the threat or possible repercussion looms, they all head back to the classroom. As the hapless Flick screams not to be left behind, Ralphie shrugs and offers his only explanation, "but the bell rang."
Although "A Christmas Story" takes place during the 1940’s and many of the depictions seem quaint by today standards, it also demonstrates that many of the developmental theories and concepts developed years ago have a timeless quality that can still be applied to children of today. Piaget’s view of the concrete operational child can be seen in Ralphie as he utilizes his growing cognitive abilities to pursue his goal of the BB gun (which, incidentally, he does finally obtain). Ralphie can also be viewed from the concept of Piaget’s second stage of moral development, Freud’s latency stage of psychosexual development, Erikson’s fourth stage of psychosocial development (industry vs. inferiority), Selman’s second stage of friendship development, and the idea of selective attention in school-aged children. All of these theories and concepts point to the fact that Ralphie is squarely in the middle of childhood and, despite his many misadventures, is progressing through it at a normal pace.
References
Bee, H. & Boyd D. (2003). Lifespan Development (3rd ed.). Boston: Allyn
and Bacon.
Etaugh, C. & Rathus, S.A. (1995). The World of Children. New York: Harcourt
Brace.
Frost, J.L., Wortham, S., & Reifel, S. (2001). Play and Child Development.
Upper Saddle River, New Jersey: Merrill Prentice Hall.
Morrison, G. (1990). The World of Child Development: Conception to
Adolescence. Albany: Delmar.
Papalia, D.E. & Olds, S.W. (1998). Human Development (7th ed.). Boston:
McGraw Hill.
Schickedanz, J.A., Schickedanz, D.I., Forsyth, P.D. & Forsyth, G.A. (2001).
Understanding Children and Adolescents (4th ed.). Boston: Allyn and Bacon.
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