Case Study 1: Mark is 13 years old and seems to be having more difficulties getting along with parents and authority figures than most youths his age. He doesn’t have much interest in girls, but obsesses over computers and chess on the Web. He spends the rest of his time reading mythology and eating. Both his mother and father work full-time jobs with some travel. They are often critical of the way Mark spends his time and of his increasing weight. He sometimes gets away with extravagant trips to the local fast-food outlet, but when one of his parents catches him, they become extremely strict for a period of time. From Mark’s perspective, his interaction with his parents revolves around carping at him for eating too much, for not exercising, and for not thinking about his future. Mark is not ready for all of this pressure. He wishes they could understand his perspective. After a particularly lengthy lecture, Mark becomes petulant, stomping around the house and slamming doors. Then he ignores his school responsibilities entirely, flunking tests and buying even bigger fast-food treats than usual. Fortunately he enjoys computer games and mythology. The heroes have interesting adventures, help the unfortunates, and have a good time while they are doing it. Mark believes that life depends on big doses of surrealism. | |||
Case #1 Mark | Concept 1 | Case #1 Mark | Concept 4 |
Concept/Theory | Concept of suppression | Concept/Theory | Social Conflict |
How it applies… | Mark is at puberty but has no interest in girls. This phenomenon is possible because of insufficient contact with the mother during childhood. | How it applies… | Mark fights with his parents for the right to choose. The child considers it necessary to lead the way he wants. Parents try to impose their own principles based on personal experience. |
Case #1 Mark | Concept 2 | Case #1 Mark | Concept 5 |
Concept/Theory | Freud’s fourth stage of development (Cherry, 2020) | Concept/ Theory | Deficit of social interaction |
How it applies… | Sexual energy is in decline. The hero directs his interest to the computer and food, which is why he gains weight. | How it applies… | Mark has little contact with peers and parents so that he may experience a lack of social connections. Presumably, he finds solace in the computer and food. |
Case #1 Mark | Concept 3 | ||
Concept/Theory | Projection defense mechanism | ||
How it applies… | Mark reacts sharply to criticism from parents about his preferences, weight and hobbies. He considers the desire of parents to prohibit eating fast food as pressure. | ||
Case Study 2: Cindy is 12 years old and she just started her first menstrual period. She has become very interested in boys lately and they are interested in her. Unfortunately, the recent bliss is offset by her parents’ concern that her grades have become very irregular. Cindy and her mother, Carol, usually get along well, and her mother explained that she had similar experiences at the same age. Currently, the two of them are mistaken as sisters, and they have a great time dressing similarly when they go shopping. Cindy has a lot of friends and in the past has done well in school. Her musical talent is well recognized in the community. Because she can sing just about anything, she is in classical music competitions and sometimes performs with a local band. Carol was good at music too, but didn’t get the support she needed to become a professional musician. Carol has done a lot to make sure that Cindy has a choice when it is time to decide about a career. She has paid for Cindy’s music lessons, sat with her during practices, and encouraged her at every step. Carol also created special opportunities for Cindy to work with well-known musicians by volunteering with the local art council to run workshops for students led by nationally known performers. Cindy willingly has taken advantage of every opportunity. She truly is an example of the apple that did not fall far from the tree. | |||
Case #2 Cindy | Concept 1 | Case #2 Cindy | Concept 4 |
Concept/Theory | Maturational theory | Concept/Theory | The Formal Operational Stage of Cognitive Development |
How it applies… | Cindy understands that she is growing up and changing, and the environment is consistent with her age development. | How it applies… | The child’s thinking changes in connection with a new event in life, and she has to re-evaluate her priorities. |
Case #2 Cindy | Concept 2 | Case #2 Cindy | Concept 5 |
Concept/Theory | Similarity/attraction theory | Concept/Theory | Social exchange theory |
How it applies… | Cindy is very close to her mother, they go shopping together, dress alike, and both started growing up earlier. | How it applies… | Cindy is passionate about music and enjoys the community, therefore she is earning emotional rewards. |
Case #2 Cindy | Concept 3 | ||
Concept/Theory | Changing priorities | ||
How it applies… | The girl with the onset of puberty devotes more time to the opposite sex than to study. | ||
Case Study 3: Bob and Caroline have been dating for two and one half years. They both were 15 when they met and their dating and sexual behavior followed the normal sequence. They pretty much learned about sex together. They have been enjoying intercourse almost every week for the last year. Fortunately, Caroline started taking the pill a couple of months after beginning to have intercourse, and they have promised each other not to have other sexual partners to guard against STDs. Caroline has noticed, however, that Bob has become less talkative, calls less often, and they have had sex less often. Their friends at school think everything is great between them, and of course she is always available for school dances or parties with them. Nobody else seems to have noticed that Bob has started spending more time with some guys she and their mutual friends hardly know. Bob never introduces her to them when they run into each other by chance. He even seems a little embarrassed about her. Caroline is very concerned about their relationship becoming less solid and wonders about the importance of the relationship with these guys. | |||
Case #3 Bob & Caroline | Concept 1 | Case #3 Bob & Caroline | Concept 4 |
Concept/Theory | Concept of attitudes | Concept/Theory | Reconsideration of views |
How it applies… | Teens explore their first relationship together, both emotionally and physically. | How it applies… | By the years, Bob begins to reconsider his views on sexual relations, perhaps he is not satisfied with Carol, and he thinks about changing his orientation. |
Case #3 Bob & Caroline | Concept 2 | Case #3 Bob & Caroline | Concept 5 |
Concept/Theory | The Theory of Planned Behavior | Concept/Theory | Dissociation defense mechanism |
How it applies… | Caroline starts using birth control pills almost from the very beginning of her sexual activity to avoid an unplanned pregnancy. | How it applies… | Bob denies problems in relations with Caroline, so he communicates more with male friends and does not want to involve her in this company. |
Case #3 Bob & Caroline | Concept 3 | ||
Concept/Theory | Sexual orientation | ||
How it applies… | Bob moves away from Carol and spends more time with male friends, and perhaps he is still thinking about his orientation. | ||
Case Study 4: Samantha is 17 and a senior in high school. She frequently comes in much later than her curfew on weekends. Her parents suspect that she is drinking alcohol, and since she and her friends drive, this is a particularly serious concern. She has quit the basketball and soccer teams. There’s also evidence that she is sexually active. She refuses to talk to her parents about these issues, simply saying that she is old enough to make her own decisions. Her parents have tried to ground her but end up in ferocious arguments that have poisoned the family atmosphere for days. Samantha is going away at college next year; her parents fear that their relationship with her is spinning out of control. | |||
Case #4 Samantha | Concept 1 | Case #4 Samantha | Concept 4 |
Concept/Theory | Denial defense mechanism | Concept/Theory | Life for today |
How it applies… | Samantha denies having problems and refuses to talk about them with her parents. | How it applies… | The teenager does not think about the consequences of his actions, such as drunk driving. |
Case #4 Samantha | Concept 2 | Case #4 Samantha | Concept 5 |
Concept/Theory | Distrust of parents to the child | Concept/Theory | Changing habits |
How it applies… | Parents see that something terrible is happening to the child, so they want to discuss and fix the situation, but Samantha has her own perspective, and scandals occur. | How it applies… | Samantha is at a tough age when the way and perception of life is changing, so she may think that she no longer needs sports |
Case #4 Samantha | Concept 3 | ||
Concept/Theory | Youthful maximalism | ||
How it applies… | Samantha thinks that she knows best how to act and can make essential decisions herself. | ||
Case Study 5: All that Jim has to do is turn on his killer smile, and he can charm almost anyone into almost anything. He has tried it often enough to know that it works. Other people know it too. His teammates have started asking him to buy alcohol and tobacco products for them. The coach wants him to help raise money for the team. And his parents ask him to attend all of the social events they host for their business and civic activities. Even though he wants to remain good friends with his teammates, he knows that he will get into serious trouble with the law, the coach, and his parents if he is caught buying liquor. In addition to that, he knows it isn’t healthy to drink after extensive workouts or games. It is even more dangerous for his friends, and anyone else on the road, if they drink and drive. He could go into the liquor store and not be so convincing, but that would solve only part of the problem. He must think of some strategy to convince them that they should stay sober. Maybe he could get his parents and the coach to foot the bill for a pro ball player to come and give everyone a motivational “be smart” lecture. He’ll try that approach first. | |||
Case #5 Jim | Concept 1 | Case #5 Jim | Concept 4 |
Concept/Theory | Resistance to public pressure | Concept/Theory | Awareness of the benefits |
How it applies… | Friends and coach for personal gain pressure Jim. Friends ask to buy alcohol illegally, which the hero does not want to do. | How it applies… | Jim understands the benefits of his appearance and the consequences of actions that he can get and use it to the detriment. |
Case #5 Jim | Concept 2 | Case #5 Jim | Concept 5 |
Concept/Theory | Social responsibility | Concept/Theory | Protective mechanism Intellectualization |
How it applies… | Jim understands the harms of alcohol and the consequences of post-workout drinking and intoxicated driving. | How it applies… | Jim thinks his head rather than emotions how to solve their social problems and force others to think afresh. |
Case #5 Jim | Concept 3 | ||
Concept/Theory | Initiative manifestation | ||
How it applies… | Jim is trying to solve the problem of how to get the community to stop pushing him for personal purposes |
Reference
Cherry, K. (2020). What are Freud’s stages of psychosexual development? Verywell Mind. Web.