Week 8 - Phil Kleven

The final week and final blog post are here! After learning so much about lifespan development, I feel as though I’m entering Erikson’s seventh stage of psychosocial development – Generativity vs. Stagnation. I hope to remain productive and relevant in this last post!

Chapter 13 ties all previous information together by real world application of concepts covered throughout the book. Fiore starts by saying, “This book began by asking you to think about one of the most compelling questions in lifespan development: Why? And now you’ve come to the final chapter of this book, a new question is likely on your mind: “Now what?”.

The field of lifespan development grew tremendously over the past century. What started as a field dedicated to the study of developmental psychology has grown to become a complex understanding of the fine inner workings of life and the world around us. Fiore says, “Careers that utilize the knowledge of lifespan development will continue to expand and evolve in the future. As mentioned in the previous chapter, people are living longer and more active lives, wich affords more opportunities for new jobs and research on individual and interpersonal levels” (Fiore 301).

Like my field of education, the field of lifespan development is growing. Fiore says, “The current growth potential for the field of lifespan development is distinguished by a convergence of interests (political, social, economic) that makes this a unique time in history – one rich with opportunity, but also fraught with controversy” (Fiore 303).  The growing field of lifespan development provides new leadership opportunities, career choices, and considerations for our leaders. Fiore mentions this fact, “Leadership in the field of lifespan development involves coordinating existing networks of individuals and organizations, and reaching local, state, and national levels to advance specific interests” (Fiore 304). That sounds a lot like education. My role as a future teacher will be similar in that, there must be strong leadership, coordination of individuals, and advancement of specific interests (music).

Finally, the field of lifespan development will be furthered through advocacy. Fiore says, “When the efforts of a person or group change others’ everyday experiences, the results are sometimes large enough to result in new thinking and behavior in the field. Leadership can frame the future, but policy ensures that change in enforced in a uniform way. Just as there is advocacy for the arts, and other issues close to voters, advocacy for the continuation of lifespan development will provide a foundation of research and answers for generations to come.

Week 7 - Phil Kleven

Death is a human experience that every person shares. Despite differences in time, location, health, wealth, and a range of other factors, no one has escaped it. In chapter 12 of Lifesmart, Lisa Fiore touches on a range of topics related to death. Although the content can make readers a bit uneasy, the material presented is helpful in approaching such a difficult concept. 

Fiore begins the chapter by discussing the role of death. It used to be a normal part of life.  She says, “Prior to the 20th century, people were used to seeing death. It was considered a typical part of life. Before the industrial revolution transformed the way people lived in Western societies, one third of all children died within their first year and half died before their 10th birthday” (Fiore 280). I believe people from that time were used to seeing death, but from my perspective it is hard to imagine becoming used to seeing people die. 

The chapter continues by describing four types of death. On page 281, Lisa Fiore explains the following concepts:

1. Clinical death - The individual is dead when his or her breathing and heartbeat have stopped. 
2. Brain death - Death of the brain occurs when it fails to receive a sufficient supply of oxygen for a period of time and all electrical activity has stopped. 
3. Biological death - Occurs when it is no longer possible to discern an electrical charge in the tissues of the heart and lungs, thus signaling the permanent end of all life functions. 
4. Social death - The point at which an individual is treated as dead although the personal is still biologically alive. 

I was familiar with all but “social death”. It seems as if it is more of a bullying strategy rather than a “death”, although I do see how social death could relate to someone who is considered braindead. 

Grief goes hand in hand with death. Lisa Fiore defines grief as an emotional response to the loss of another person, and includes feelings of anxiety, despair, sadness, and loneliness (Fiore 284). She later mentions that grief can precede death in addition to following it. One of my first adult experiences with grief came several years ago after my uncle passed away from a short battle with cancer. Later in the chapter, Fiore says, “The acceptance of death is quite painful to many people, who often choose to deny it, and yet concern over death can occur in every stage of human development” (Fiore 287). After the funeral, I found myself to be angry, in denial, and somewhat depressed. Fiore describes these emotions as “Kübler-Ross’s stages of grief”. The stages are listed below: 

Kübler-Ross’s stages of grief:

1. Denial

2. Anger

3. Bargaining

4. Depression

5. Acceptance

Though my uncle passed away several years ago, I still find myself exhibiting these qualities from time to time. Perhaps the way death is treated in our society has played a role in my reactions. Death is a difficult concept to grasp, and it often causes anxiety. Every culture has offered suggestions as to what happens after we die and has shown the importance of distinct traditions and rituals. Perhaps we should not lose sight of what is important in life. As we go about our busy lives, we should consider if we are really spending our time doing something important. 

Week 6 - Phil Kleven

Early adulthood is a time of excitement, growth, and change. For some, it is a wonderful time, and for other, it can’t end soon enough. This weeks readings were both informative and frustrating, as they brought up memories from my own life that I had hoped to forget! 

First, what is early adulthood? Lisa Fiore, author of Lifesmart, identifies it as a time between ages 18 and 25. Early adulthood, or Emerging Adulthood is a term used to identify the transition into adulthood. During this time, young adults engage in exploration and experimentation as they attempt to navigate their life path. Thinking back to college, the time of early adulthood was very exciting, but there were some dangers and negative situations. Hazing is one of these dangers. She notes on page 208, “Most people have heard about accidents and even deaths of young men and women who have been put through having, the initiation its that precedes full acceptance uno fraternity and sorority membership.” Even though colleges take hazing very seriously, it continues to be a problem that affects young people during a vulnerable time in their lives. 

Next, early adulthood can be marked by changes in physical development. On page 210 of Lifesmart, she mentions, “Early adulthood is the life period during which physical changes slow down after the dramatic changes that occur in adolescence” (Fiore 210). As the body makes these physical changes, something else become crystal clear - the effects of lifestyle on our health. Diet and nutrition continue to be increasingly important during adulthood. At this time, some people may begin to notice the link between heart disease and cholesterol. “Experts argue that our current society has become “obesogenic,” meaning that we live in an environment that promotes increased food intake, unhealthy foods, and a sedentary lifestyle” (Fiore 211). I see this in my own circle of friends, and it frustrates me. Most of my friends gave up sports they played in the past. When I started playing hockey in 2011, I struggled to find other people my age who were willing to play. In their defense, Fiore notes that one challenge is finding time for physical fitness. 

As we mature and enter early adulthood, there are also cognitive changes and developments. Piaget argued that young adults generally possess more knowledge than adolescents, especially in specific areas of interest” (Fiore 215). This may explain why students enter college during early adulthood. As interests flourish, young adults have the ability to understand and retain knowledge at higher levels. 

Though present at all levels of development, there are changes to gender, sexuality, and social development during early adulthood. Fiore notes, “As men and women enter early adulthood, confusion about gender roles may compound confusion about their identity. Images in the media and among celebrities present ideas about what is desirable for each sex and their behavior in society” (Fiore 216). Images on television can be confusion for someone undergoing physical or mental changes. 

Are there social developments during early adulthood? Of course! Individuation refers to how we develop a separate and special personality, derived less and less from our parents and teachers and more from our own behavior” (218). I enjoy noticing this when I meet with my violin students and their parents on a weekly basis. As the students grow, they tend to reflect many of their parent’s qualities by nature. When they approach adulthood, I see them wrestle with conflicting views and decisions. 

All of this information culminates with the point in life where I fit in. Fiore describes this as “Marriage and the family”. She notes, “Increasing numbers of people are choosing to live together without getting married, a practice called cohabitation” (Fiore 221). Even though I am married, I see a large majority of my friends living with their boyfriend or girlfriend without any plans to get married. There are many opinions on this, and I don’t want to start a battle over it! I believe that we can view the younger generation’s cohabitation as a way of expressing concern over commitment. I see many people who live together taking things slowly, trying to grasp the many challenges of being in a relationship. As I said in the opening, Early adulthood is a time of excitement, growth, and change. There is no one formula we can follow to live the perfect life!

Week 5 - Phil Kleven

In chapter 8, author Lisa Fiore detailed a range of information regarding Adolescence. She managed the fairly complex topic by breaking down material into several mini-categories. These include (but are not limited to) physical developments, cognitive developments, identity, and social development. This chapter presented a wealth of information that is valuable to me as a future teacher of middle and high school students. 

First, what is adolescence? The author lays out several key qualities on page 186. Some that stuck out to me include: a time in life marked by transitions, dating, interest in sex, and finding out who you really are. Adolescence isn’t the same for any two people, and the number of experiences that can shape it are innumerable. 

Physical developments play a major role in adolescence. Fiore discusses this on pages 187-190 of Lifesmart. A major physical development begins with puberty. Puberty is recognized by changes in hormone levels and a general hormone balance. Noticeable growth comes in both the skeletal and genital regions. 

Another physical development can be described as the secular trend. On pages 189-190, Fiore notes, “The average age of menarche (female’s first menstruation) declined about 3 months per decade over the past 100 years” (Fiore 189-190). This means that girls are experiencing menstruation at increasingly younger ages. 

No discussion about adolescence would be complete without mentioning body image and eating disorders. Sadly, I’m able to see the effects of this in many of my high school students. On page 190, Fiore details several common disorders: 

1. Adolescents are preoccupied with their bodies and judging themselves against others. 

2. “Eating disorders are the third most common chronic condition among adolescents” (190)

3. Anorexia Nervosa - A syndrome of self-starvation that mainly affects adolescent and young     adult females.  (190)

4. Bulimia nervosa - A disorder related to anorexia nervosa and sometimes occurs with it. Characterized by binge eating followed by purging to prevent weight gain. 

Cognitive developments also play a major role in development during adolescence. On pages 191-193, Fiore describes several critical aspects of maturation:

A. Ability to reach Piaget’s 4th level - Abstract thought (191)

B. Emotions and Brain Development (192)

1. Connections between neurons develop more rapidly during adolescence.

2. When connections are made, information can be transformed into more sophisticated understandings. 

C. Adolescent Egocentrism (192)

1. Adolescents tendency to exaggerate the importance, uniqueness, and severity of their social and emotional experiences. 

D. Information Processing (193)

1. Executive functioning - Efforts aimed at allocating attention, cognitive resources that can impact physical and emotional resources, and critical thinking strategies. 

E. Critical Thinking (193) 

1. Convergent thinking - used when we solve a problem by following a series of steps that close in on the correct answer. 

2. Divergent thinking - Used when a problem to be solved has many possible answers. 

No chapter would be complete without some mention of our theorists! The following three theorists contributed greatly to our understanding of development during adolescence. 

A. Erikson

1. Termed “identity crisis” to capture essence of confusion a person feels when she experiences discomfort about herself. 

2. For example, a student becomes popular at school by behaving in a way that contradicts her personal values. 

B. Marica

1. Stressed two vital factors in the attainment of a mature identity: crisis and commitment. 

C. Hill

1. Biological factors are central because they are present at birth

2. Psychological and social factors also begin after birth

Finally, the author distinguishes between the importance of family and peers, and the effects on adolescent social development. 

A. Family (195)

1. Although mothers today spend more time in the workplace than in previous decades, they spend as much time interacting with their children as mothers did decades ago. 

B. Peers (195-6)

1. Very important during adolescence 

2. Clique - group of close friends who share similar interests and activities

3. Crowd - Larger, reputation based group whose members may or may not spend time together.

This wealth of information will be crucial in understanding difficulties that my future students will face. Whether I teach middle or high school, students will be at different points in their adolescent development. Many of the trends and qualities discussed above factor into the day-to-day abilities and actions of our students. It is important to remember that many students behave in certain ways because of things that are happening in their personal lives. Teachers need to be aware of problems and situations students have overcome, even before starting the school day. 

Week 4 - Phil Kleven

           The CBS story “Bullying: Words Can Kill” is a very powerful documentary that details a large problem that plagues students and schools across America. Bullying takes many forms and occurs in many settings, and schools are noticing and intervening in these situations. This essay will provide a summary of the video, discuss how the subject relates to my future career as a public-school teacher, and provide an example of a situation involving bullying that I witnessed in my work as a private music teacher.

            The video “Bullying: Words Can Kill” can be summarized in one word: depressing. The stories and facts presented were very sad. After noticing that the video was roughly 42 minutes long, I wondered, how can there be so much to talk about? It only took a few minutes for me to realize that 42 minutes would hardly be enough time to discuss the many causes and effects of bullying.

            The video began by explaining how every school has a bullying problem. Bullying makes students feel afraid, left out, and alone. At 5:00, we met Johnny, a student who was bullied because of his interests. Rather than play sports like many other students his age, Johnny preferred to make costumes. He said, “If you don’t play sports, you’re weird.” Because of the bullying, Johnny started cutting himself and saying that he hated his life. His mom said that she felt like she was dropping him off for war each day. After school officials became involved, almost 70% of the students came forward about being bullied.

            In a similar situation, the experiences of a student named Jessie were described. I was surprised to hear that other students would tell her to “go drop dead” (9:26). In my schooling, I never witnessed a student say that to another. Sadly, after going to a funeral for someone who killed himself, Jessie went home and hung herself in her closet.

            At 20:00, the narrator mentioned how kids are constantly bombarded with bully-type behaviors. A girl who was harassed from first through seventh grade mentioned how students said so many mean things that she started believing them. A parent being interviewed made a strong point at 26:00, saying “the problems start outside of school, but eventually trickle into the school.” At this point in the video, a panel of students said that reporting bullying only brings on more problems. At 28:00, a student mentioned how reporting bullies only made their actions worse.

            The video ended with a discussion on how to prevent bullying. Schools are getting involved in situations between students, even if the events don’t take place on school property. The narrator mentioned one mom who filed a $12 million-dollar lawsuit against a school and group of students who bullied her daughter to death. Though many schools claim to be making progress against bullying, many students disagree.

            How does bullying relate to my future career as a teacher? As mentioned in the video, schools are ground zero for bullying. Teachers need to be vigilant and observant to stop possible situations before they escalate. Though some students may be smart enough to walk away from a bad situation, it doesn’t mean that the bad situation will go away. As an orchestra teacher, my class will be primarily performance based. As I see daily through my private lessons, some students fall behind. Making mistakes in front of the class can lead to ridicule and bullying. After interviewing a friend who teaches band, he said that a teacher must “flip the switch” and “squash” any situation immediately. He also said that a situation between students has the potential to escalate every minute that it goes unaddressed. I know that these events need to be dealt with swiftly and immediately.

            Finally, I would like to relate the information in the video to my own work as a private music teacher. I see students individually on a weekly basis. After hearing the stories of students who were bullied at school, I immediately thought of a young student I taught several years ago.

This 6^th grade girl had many emotional issues. She would often cry during lessons, one time throwing her violin across the room. I later learned that she was having issues with another girl at the school. The two were having separate counseling with a school administrator, but the effects of the situation were taking a toll on her everyday life. Having no formal training on how to deal with this, I calmly tried to shift her focus to the music. In retrospect, it would have been better for me to contact a school official about the situation. Private music teachers are not often required to be licensed to secure a teaching position in a music store. This means that it is possible for private music teachers to start a teaching position with no experience working with children. I believe this girl was calling out for help, but my lack of training left me feeling helpless and unsure of what to say to her. Being enrolled in the education program at Trinity has shown me the full spectrum of student issues a teacher must be attuned to.

            In conclusion, the video Bullying Can Kill opened my eyes to the difficulties students face at school. Some issues, such as hunger, learning disabilities, or emotional needs have already been addressed by schools.  I hope that schools will continue to actively pursue positive ways to combat bullying. It is truly the biggest issue that students face today. As technology continues to play an increasingly important role in education, teachers must consider the implications of inviting their students onto the internet for assignments. As educators, student safety must be our priority. 

Source

Bullying: Words Can Kill [Video file]. (2011, September 17). Retrieved from http://www.cbsnews.com/videos/bullying-words-can-kill/