Development and Punishment

Topics: High school, Middle school, Secondary school Pages: 13 (2525 words) Published: April 18, 2008

At the beginning of this class, we discussed the different stages of development in middle

and high schoolers. So in this paper, I will use the theories of Erikson, Elkind and Milner’s

stages of development and I will compare them with “Not Much just chilling” and “Nobody Left

To Hate”.I will then discuss whether or not I agree with Erikson, Elkind and Milner’s theories. I

will also apply Elkind's theory of Vanishing Makers and his discussion on what the problem with

pre-teens and teens are. Finally, I will use Milner's theory of social status and how this is critical

in forming a group and or self identity in Junior High and High School.The second question was

to conduct a research on punishment styles and effect. I will discussed the research I conduct and

talk about how parent disciplined their children these days.Then I will use my own observation

and experience to agree or not on todays form of punishment.

In Erikson's Stage Four, he states that this stage pertains to children that are in Grade

School (K-5) at which means the children are the ages of six to eleven. He states that the basic

conflict in this stage that children strive to get good grades, and that things such as school,

hobbies, and to have structure. Erikson also states that the outcome of this strive is that "success

leads to a sense of competence, while failure results in feelings of inferiority." What Erikson is

stating is that to a middle schooler, it is very important to get good grades and to have a very

structured life where the child parent , teacher and after school helpers in one’s life.

Erikson's Stage Five states that this stage consists of Junior High and High School students,

who are of the ages between twelve and eighteen. Erikson states that the basic conflict is one's

identity and the most important thing is to the ability to get accepted into high schoolers peer

group. He mentions that "teens need to develop a sense of self and personal identity. Success

leads to an ability to stay true to yourself, while failure results in feelings of inferiority." I believe

what Erikson is trying to say is that it is better to fit in with his peer group to get good grades;

and that if a student dose not fit in with his or her pear group he or she will develop a low self

esteem and become depressed.

By comparing Erikson's Stage Four and Five in regards to Perlstein's "Not Much

Just Chill `in" and Aronson's "Nobody Left to Hate"; I will give one example of a student from

each book and describe how their life was different from Grade School to the way they view

school and structure now in Junior High School. One illustration where we can see this stage in

effect in regards to school work and grades, is with Eric. Eric was a good student before he

entered Junior High School and always did his homework and even had a strait B average in the

beginning of the sixth grade; and he also states that he could get all A's if he tried; but by the end

of the eight grade Eric "sometimes do his work and sometimes he doesn't" (16) The reason

for this as Perlstein states is because a "thirteen year old can't get interested in anything that

bores them, no matter how many times they are persuaded to do it, This is important, you'll see

why in ten years." (16) The reason for the change in his mind is because before Eric cared what

his teachers and parents thought of him and to be a good student meant that he would receive

rewards such as a pizza party; but now Perlstein later goes on to say that the threat of being made

fun of and called a "teachers pet" or an "egghead" are too mush for him and that he would rather

fail then to be made a laughing stock of the school.

Furthermore, in regards to Erikson's Stage Five in comparison to "Nobody Left...
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