Leroy Karas Life Struggles

Jim is the high school transition coordinator assigned to facilitate Reynaldo’s transition from his current home to a group home after graduation. Jim is a fervent believer in transition, independence and autonomy for students with disabilities. Jim has been unsuccessful in persuading Dorothy to transition Reynaldo to a group home after graduation. Dorothy has refused to consider the move. Jim attributes her resistance to being overprotective of her son.

Eric Erikson developed a theory that divides an individual’s life into eight stages that extend from birth to death (unlike many developmental theories that only cover childhood). Erikson (1902-94)

Leroy is misinformed. In fact, he is scared of what the future holds. To pass the time he

Erikson’s eight stages are best characterized as obstacles that humans must pass through in order to meet and succeed at challenges presented to their life. Failure in one of the stages will ultimately result in a breakdown of personality, and in a more acute sense, one cannot progress along the life span. One must say that these transitions involve a “crisis that must be resolved” (Santrock, 2012, pp.22).

Dr. Davenport began to understand Mr. Fisher anger management issues by mapping out his territory and identifying the obstacles in his abusive childhood. The doctor gave Mr. Fisher a novel to get a grasp of the mentality of the people who mistreated him and how they grew up being mistreated themselves. To analyze the positive and strengths of the structural family dynamic portrayed in the movie to help Mr. Fisher, Dr. Davenport conveyed

Norma Jean was a responsible and mature character in the story as Mason stated: “Norma Jean works at the Rexall drug store, and she has acquired an amazing amount of information about cosmetics” (Mason, 706). In addition, she stated that “Norma Jean is going to night school. she graduated from her six-week bodybuilding course, and now she is taking an adult education course in composition at Paducah Community College.” (Mason 711) These actions are an indication of a responsibility and maturity of an adult, whereas, Leroy was just sitting at home and planning to build a log house instead of joining any of the jobs his wife proposed for him. The bias personality of Leroy was a contradiction that he wanted to save their marriage “Leroy knows he ‘must create a new marriage, start afresh,’ but he ‘is not sure what to do next’. He first plans to build a full-scale log house for them, but Norma Jean resists his scheme. As a result, ‘He knows he is going to lose her’” (Blythe and Sweet 224). The elite controversy about the personality is to know what may future hold, but, not to act accordingly is what Leroy lacks in the story. The maturity in the personality which entirely make a person’s life full of amazing traits of forgiveness, respect, communication, involving in healthy argument, and keeping silence when needed. At this very moment, Leroy did nothing of his useful time and space

Ernest J Gaines and Sandra Cisneros pursue the theme of responsibility and manhood, and their first purpose is the quest of manhood which cannot be reach without the understanding of the sense of responsibility. Ernest J Gaines’s characters are seeking their manhood which is not obvious in a hostile environment dominated by their former masters, the white men while Sandra Cisneros’s characters are placed in an extreme poverty where assuming responsivities become an act of a brave but unfortunately many of her characters fail their mission by running away their responsivities that is to take care of their family in order to fulfil their role of parent. in addition, we can say that In Bloodline some characters such as Coper Laurent is an example

The second stage, liminal or transitional, was the period of my life when I was sent through

Mr. Favel case reveals his feeling of abandonment with his biological parents due to their alcoholism that in turn Mr. Favel had to be placed in several of fosters homes at an early age of 5. Mr. Favel

Erikson proposed his theory in line with the lifespan approach to development. This means that he believes that identity formation and development is a lifelong process (Friedman and Schustack, 2014). Erikson states that development occurs up until death and that it occurs in eight

Once a soul has reached its final phase, the ability to live the luxurious afterlife desired during the life was finally given. (Taylor

Look at the family from the two developmental perspectives discussed in the text. The dysfunctional part about

Well, Erikson dedicated his time investigating the development of a child to adulthood. During that process, he recognizes the importance of the first four stages of the life cycle, simply because they are the “prerequisites in physiological growth, mental maturation, and social responsibility to experience and pass through the crisis of identity.” (d’Heurle & Tash, 2004, Pg. 255) Those stages are imperative for his growth, without them, his future could possibly look bleak; ultimately, become troublesome. (d’Heurle & Tash, 2004, Pg. 259) The others were equally important and slightly more reliant on the earlier teachings, which will also prepare the child for either an accomplished life and a hopelessly, depressed and despair life.

Holding a nearly perfect record, carrying my best friend to every match, and working through high school almost completely blind. Have you ever persevered? Leroy and I worked our way out of the bottom and never let anything hold us back. I believe in perseverance.

514). According to Van Gennep (1960) this process takes place after the death of an individual during the ‘rites of passage’ that are divided into three phases: first is the pre-liminal phase (separation), wherein individuals discard their social statuses; second is the liminal phase (transition), during which individuals are in the process of acquiring a new one and the third is the post-liminal phase (re-aggregation), after which individuals reintegrate in their social groups with a new status. These processes are characterized as ‘choreographed and staged activities’ (Sofaer and Sørenson, 2013, p. 2) that aim to solidify social norms such as social status, political status, familial status and gender and through them, structures like gender are assiduously being reformed and reproduced (Sofaer and Sørenson, 2013, p.