Young Adults Vs Young Adulthood

According to Bogle, dating was prominent between college students from the 1920s to the 1960s. Thereafter, college enrollment increased, making college an important place for sexual encounters (Bogle 2). Although college is a time for young adults to experiment and discover themselves, it is also a time for them to begin making smart and healthy choices, as this is generally the first time they are leaving home and living on their own. Karen Arnold argues in her article “College Student Development and the Hook Up Culture” that identity development occurs in college and consists of three components: “developing competence, moving through autonomy toward interdependence, and developing mature interpersonal relations” (Arnold 2). If one does not properly develop competency and mature interpersonal relations, one can experience

The research article “Emerging Adult Versus Adult Status Among College Students: Examination of Explanatory Variables” examines college students, specifically individuals 18 to 25 years old, and how they are classified based on their personal characteristics and overall success. This classification includes three categories: emerging adults, undecided, or adults. In addition, the researchers also wanted to better determine the relationship between emerging adults and adults. The qualities used to measure this relationship include background characteristics, risk-taking behaviors, sensation-seeking scores, and income.

So far, I have not reached the preferred goal of intimacy. Instead, I am struggling with feelings of isolation due to the fact that I prioritize school work first and relationships with others second. To me, being a college students entails keeping a high grade point average, achieving all A’s in class, establishing independence from my parents, and keeping a part time job. Since I focus the most on these aspects of my life, I end up ignoring my friends and family. Occasionally, those close to me think I don’t love, care for, or commit to them. That is not the case. I spend an immense amount of time focused on schoolwork, which is a necessary but daunting activity. In the process, I forget to live in the moment and enjoy the presence of those whom I love. This causes me to act aggressively or reject others as identity theory described. Just as well, I find my parents suffer this stage with me. As I attempt to become independent on my own, I reject spending time with them and their support. My parents sometimes take this as a form of aggression, but it’s only because I want to learn to live without them. This is harder to accomplish due to the fact that I still live with

The characteristic that I will be discussing in this week’s blog post is the age of identity explorations. According to the book, it is “the age when people explore various possibilities in love and work as they move toward making enduring choices.” As college students, this stage is definitely portrayed by our population. During this time, it is a huge change from what we were accustomed to in our adolescence. In adolescence we cared more about what people thought about us or what group we belonged to. In contrast to college, where the central focus is within ourselves and figuring out what we want to do with our lives. Now we are more independent and are at the age to make big decisions on our own. I feel like during this age it is about

“How I know” represents the epistemological dimension, the evolution of assumptions about the nature, limits and certainty of knowledge. “Who am I” represents the intrapersonal dimension, the evolution of how one thinks about ones self identity. And the final question “what kind of relationship do I want to construct” represents the interpersonal dimension, the evolution of how one perceives and constructs ones relationship with others. The epistemological dimension is grounded in the constructive-developmental framework of the Piagetian tradition, which suggests that people construct sets of assumption to account for their experience and that those evolve over time according to regular principles of stability and change. The interpersonal and intrapersonal dimension often referred to as identity or self evolution, described by Ruthellen Josselson as “identity is what we make of ourselves within a society that is making something of us”. This description illustrates the difficulty of separating these two dimensions. Formation of identity is closely tied to the relationships one has with external others in the same way that the relationships one has with external others are mediated by ones identity development. This specific longitudinal study focused on the epistemological dimension during the college years, during the post-college

Residing in a college community gives freshman's the opportunity to experience independence and freedom, and the chance to find one’s self. Up until secondary school, family and friends have been one's emotionally supportive network, their direction and their good examples. When the time comes around to go to an advanced education establishment, an entire new arrangement of thoughts and individuals are incorporated into the photo. Conforming to new situations and crowds while getting ready for the future can be an overwhelming test. Finding one's personal identity can be greatly obstructing. One must have a strong comprehension of who they are and have a strong inner courage, to have the ability to face the new difficulties at their college/ university and surrounding places. For some individuals “Constructing a strong identity represents a core developmental task during the transition to adulthood.” (Luyckx) This process usually includes getting to be more autonomous, dividing from family, and characterizing one's own uniqueness. The average

When Erikson developed his theory, he suggested that males and females move through the identity versus identity confusion period differently. He argued that males are more likely to proceed through the social development stages in order, developing a stable identity before committing to an intimate relationship with another person. In contrast, he suggested that females reverse the order, seeking intimate relationships and then defining their identities through these relationships (Feldman, 2003). These ideas should be considered by the researchers when designing this study. Gender differences in identity formation should be explored. This also suggests that Erikson’s psychosocial stages of development may not always progress in the order he proposed.

The two life stages that were observed during the family observation were ‘intimacy vs isolation and industry vs inferiority’ (Green, 2010). According to Erikson Beatrice is currently in the ‘intimacy vs isolation’ as she is aged between 18 and 40 (Green, 2010). This psychosocial theory believes that people pass through stages centred on emotional and social development. This stage forces on forming and developing intimate and loving relationships with others. However, it should be noted that having a sexual relationship does not constitute as intimate because people can be sexually intermit without being committed. Erikson believed overcoming development conflict to achieve psychosocial skills are required in this stage. A person that does not develop a sense for committed relationship will fall in to isolation (Bee, 1994; Berger, 2005; cited in Green 2010).

Partners in a romantic relationship support each other emotionally. While it is true that teachers, friends, and family are all available to talk to, the unique and intimate connection between lovers is unparalleled. From rummaging through pamphlets and websites for the slightest idea of what to do after high school to enduring family drama, students become quickly inundated with problems to worry about. Students can openly speak about these personal issues with their partners, and expect some honest advice in return. Simply being able to voice one’s concerns to a caring individual goes a long way towards finding peace and overcoming challenges. Through this outlet, students are no longer distracted and can focus on their priorities and goals, whether this is staying on top of course work, honoring commitments, or pursuing hobbies. Moreover, romantic relationships help manage social pressures. When a teen is lonely and insecure, they are more susceptible to the dangers that lurk around school. In search of belonging, excitement, or attention, students readily agree to participate in theft, violence, bullying, and drugs. However, the intimacy that comes with dating is more than enough to satisfy the needs of a student. In fact, students become proud and confident knowing they are a significant part of someone’s life, and they themselves have someone to depend on that goes beyond family or a friend. This boost of self-esteem creates a positive environment where students are motivated to take risks and ultimately live more fulfilling lives. Finally, dating in high school creates balance in a teenager’s life. People who oppose romantic relationships in high school will say the opposite; that it is a distraction and another obstacle for students to avoid. However, this is not true. Students are overwhelmed with the sheer amount of duties they are faced with. Students spend a

In “The Existential Crisis”, Andrews (2016) explains how modern society struggles to figure out the self. Existential crises produce anxiety within an individual until the crisis has been resolved. Three versions of existential crises have been identified: sophomore crisis, adult existential crisis, and later existential crisis. The sophomore crisis occurs when it is hard to identify the dimensions of the self which is usually in the late teens to early 20s. This can be resolved by helping the individual figure out future events. The adult existential crisis occurs in the late 20s. Proponents of the sophomore crisis carry over to the adult existential crisis with an intensity of identity questioning. crisis. The later existential crisis is the reflection over one’s life. Issues such as fear of death or pain occur in the later existential

Some challenges that counselors face when counseling older adults and elderly are effective communication; making sure the individuals understood the information provided. Elderly adults have already experienced physical and mental changes. Counselors have to be aware of the client's capabilities to participate in the decision making of their counseling sessions. They may have difficulty with hearing, or seeing, so as a counselor if given material, make sure the print is large enough for the client to read. Sometimes you may have to repeat things more than one. As a counselor, you should focus on certain things they may remember.  Some rewards of working with the older adults and elderly are that you get a chance to make a difference in someone's

The transition from childhood to emerging adulthood consists of a unique and distinctive period in an individual’s life regarding their network of platonic and romantic relationships. Extra-familial relationships become more central in an individual’s social world; thus, an individual’s capacity for intimate relationships begins to develop with both friends and romantic partners (Allen & Land, 1999). Simultaneously, a romantic partner quickly becomes the focus in one’s relationship hierarchy (Collins & van Dulmen, 20006). Each emerging adult’s relationship quality as well as their attachment bond with their romantic partners constitutes a primary role in their transition into adulthood (Arnett, 2000), and it is also important in

Think possibility and able to think abstractly, which is can deal with the real situation is the adulthood time. For example find are spouse or future spouse that it is when the person tries to make commitment with others. In the process, it is more than loves; it is about another person doing without fear of losing oneself. As mentioned by Erikson 1965, the intimacy is the capacity to commit and to concrete affiliations and partnerships and to develop ethical strength to abide by such commitments even though they may call for significant sacrifices or compromise. Those are not found intimacy, it is assumed as failure in this stage and the adulthood is success, finds her identity will feel the virtue of love, that is has been described in this

As human beings, we go through different stages in our lives, and childhood and adulthood are two important stages that we need to focus on. These two components are partically different but can be similar in different aspects. Based upon dependency levels, responsibilities, and health changes, I believe that some people prefer adulthood over childhood.

On a daily basis you are introduced to new people around you. The connections you make with the people you meet are relationships. Relationships can vary from person to person based on the type of connection you have with them. There are the relationships with family, relationships with friends, and then the relationship with a significant other. With sufficient amounts of research being done daily on all aspects of relationships and how they work, there is a significant gap in the study of college students and how they view the importance of a committed relationship. With the appearance of this gap, I am doing my research in this field and on college aged students.