Development of Social and Emotional Identity

The interview was conducted with an adolescent 18 year-old sophoto a greater extent at a substitute(a) Education Program named Phil (fictitious name for confidentiality). Phil was a senior athlete, majored in English and was on the honor roll. The interviewer asked the question, How would you describe yourself, Phil sat up straight and stated that he had virtually problems during his elementary, middle and heights naturalise time because of his alternative of peers virtually who smoked marijuana. Phil denies any psychiatric illness during this time. Phil relates that at the age of three, he struggled with his pargonnts and siblings over autonomy issues, although his p bents were very twisting in his academic goals. The first historic period of school are an important if not critical arena time for hearty, personal identity and conflict-management skills. Gibbs, J.T., (1987)Phil stated as hockey get along began, he had a falling stunned with his teammates due to a girl he was dating which was a peers ex-girlfriend. Phil relates that he realized genial espousal from his peers to be very important at this time. Phil stated feeling intense shun feelings from his teammates had leaded him to withdrawal. Phil states that being an unpopular pupil made him react in ways that are inappropriate to the plaza he tried to join others by calling attention to himself, talking approximately other students, inserting his own opinions and feelings and asking informational questions safe to fit in with pile. In Phils sophomore year, he realized that he had to consider accurate judgments about the friendly competence of his peers.When asked the question How important is popularity at school? Phil stated that popularity is a sum of a students social standing with peers. Studies that include observation of elementary, middle and high school student in the classroom and in the playground convey that popular students have specific plus qualities that appeal to peers (and to their teachers, too) Gibbs, J.T., (1987). Phil also stated, The students are people who value other people and enjoy their own value to other people. Students are sought out as friends, and actively seek others out for friendship (Phil, 2010)Phil, he states that social status hindquarters channelize at the drop of a baseball game cap, such as the popular students are well liked by some(prenominal) children ( and adults), disliked by few, and they have perceptionally close, long-lasting one-to-one friendships with peers. These students strain friends good and well, and they keep them. Their friendships are intimate and satisfying. Phil mentioned that he realized what he had been through and the disturbing truth is, once a student in elementary, middle and high school is rejected, because of their social status seems to be more a matter of default than the harvesting of a specific expression style. He goes on to say, if one thing has lead clear it is that social emotional and identity status becomes a self-fulfilling prophecy. (Phil, 2010)For most teenagers, adolescence is a time of fast growth physically, mentally, emotionally and socially. This period is mark by create a sense of identity, self-esteem, and relationships with peers (Reference here). Although teens may knowledge new encounters and abilities during this period, it also can be painful as they try to make sense of the world and their place in it.Phil went on to say that in some students, the hyperawareness of social performance can flirt on social anxiety and insecurity and startness symptoms, as well a new image of themselves as shy and eager around others. In entree to Phils statement, he replied that the emphasis on emotional control of middle and high school students gives way to mature social problem solving in which emotion and social reasoning become integrated. change magnitude maturity also brings the ability to make finer distinctions in the social beha vior and acceptability of their peers (Phil, 2010).As the interview culminates, Phil mentions that sluice if wrong elementary, middle and high school students change the way they are with peers, they provide not become popular overnight. It takes time to change negative reputation among peers. Phil states that increase the social opportunities of all students, and those who have been victimized would help individual outcomes. Troubled children and students subscribe to experience positive social interactions that can benefit many aspects of their lives (Phil, 2010).