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Bella swan

Adolescent Portrait

An analysis ofTwilight (2008))Twilight: New Moon

Erikson

tuckman

Bronfenbrenner

AssistKD. (2018, October 25). What is the Tuckman Model? Www.youtube.com. https://youtu.be/YfZhJPeapNk Geerts, W., & René Van Kralingen. (2018). The teachers’ handbook : secondary and vocational education. Uitgeverij Coutinho. Hamman, D., & Hendricks, C. B. (2005). The Role of the Generations in Identity Formation: Erikson Speaks to Teachers of Adolescents. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(2), 72–75. https://doi.org/10.3200/tchs.79.2.72-76 Hardwicke, C. (2008). Twilight. Summit Distribution. Hardwicke, C. (2009). Twilight: New Moon. Summit Distribution. Tuckman, B,. W., (1965). Developmental sequence in small groups. Psychological Bulletin. 63 (6): 384–399. Woolfolk, A. E., Hughes, M., & Walkup, V. (2013). Psychology in Education. Pearson Education UK.

Aleksandra Kostrzewa Fátima Rosano Izquierdo Francisca Gandra Caeiro Laura Driessens

Erikson: the individual and society

Erikson emphasizes the creation of the self, the desire for identity, the link between a person and others and the impact of culture in his psychosocial theory, which places a strong emphasis on social identity. He viewed development as moving through a number of stages, each with its own objectives, worries, successes and risks (Woolfolk et al., 2013). This theory is comprised of eight stages in total, for now the focus is on 5th stage: adolescence and the search for identity, this stage is also split into four different categories: identity diffusion, identity foreclosure, moratorium and identity achievement (Woolfolk et al., 2013).

identity diffusion

  • no consideration for future possibilities; indecisive attitude
  • no conclusion about own identity or ambitions
  • not much of a direction
  • apathetic and reclusive
  • lack of optimism for the future

Woolfolk, A. E., Hughes, M., & Walkup, V. (2013). Psychology in Education. Pearson Education UK.

moratorium

  • identity crisis
  • delayed exploration
  • decisions are put on hold due to difficulties

Woolfolk, A. E., Hughes, M., & Walkup, V. (2013). Psychology in Education. Pearson Education UK.

identity foreclosure

  • commitment without exploration
  • took over someone else's goals and/or aspirations

Woolfolk, A. E., Hughes, M., & Walkup, V. (2013). Psychology in Education. Pearson Education UK.

Teaching during identity diffusion Motivating the student The student's lack of direction and apathetic behaviour can be due to a lack of motivation. In this case the teacher can try to make content more relevant to daily life, this will lead the student to feel like they are in charge of their learning progress, which in turn will motivate them (Geerts & Kralingen pp37). The student's lack of optimism for the future can be due to a lack of confidence, which could point to an unstable foundation. According to Stevens (1997) this can be fixed if the students three basic needs are addressed

  • relationship (student needs to feel included) > incorporate more group activities and make groups yourself (as the teacher), give positive affirmation to the student and make sure they understand the instructions and the goal of the lesson (Geerts & Kralingen p39)
  • competence (student needs to feel capable) > make learning process transparent by thinking of potential obstacles beforehand and having students explain the lesson content to each other (Geerts & Kralingen pp36)
  • autonomy (freedom to make choices) not applicable

For all three stages Teacher should act as a "sanctioner" of sorts. Their/our role would be to help the student identify themselves and finding out what the student's skills are (Hamman & Hendricks, 2005), oftentimes they might not be aware of it themselves. By finding out what the student is good at, the teacher can steer them in the right direction and advise them more accurately.

Twilight (2008)

  • Bella has no known goals or ambitions career wise and she shows no interest in school
  • Even though several people at school show an interest in Bella (either platonically or romantically) she doesn't seem to be very interested and keeps them at a distance. She even states 'I'm really kind of the more suffer-in-silence type.'
  • Her friend group often includes her in conversations and plans outside of school, but she often doesn't participate and has an overall indifferent attitude towards them (except for Edward; read identity foreclosure)
  • Despite Bella's detachment towards most aspects of her life, she ends up focusing all her attention on Edward, who is one of the few people Bella shows genuine interest towards.
Twilight: New Moon
  • Still no interest in school
  • At the beginning of the movie we see that Bella is struggling with negative thoughts of the future.

Twilight (2008) & Twilight: New Moon Towards the middle of the movie Bella gets really close to her (older) classmate Edward, in the span of 2 months the two start dating. The relationship between the two is quite problematic, they have a significant age gap (which may cause for a power imbalance), and are far too dependent on each other (evidence: image 1). Bella about Edward, right after they started dating It is fair to say that Edward is one of the most important and influential people in Bella's life. She ends up spending most of her time with him and his family (later on in the first movie), which affects the way she views the world and how she treats other people. examples: After finding out that Jacob is a werewolf, Bella becomes distrustful of Jacob's intentions, someone she's supposedly very close to (especially in twilight: new moon), because of the Cullens' opinions on 'his kind' (werewolves). In Twilight: New Moon, Jacob is the one whos gets Bella out of her depressive episode and they spend at least half of the movie together, they also share a lot of private details about each other's lives and have a good bond. "He makes me feel better, I mean he makes me feel alive. The hole in my chest...when I'm with Jake...it's like it's almost healed" Bella about JacobBefore knowing he is a werewolf Bella doesn't trust Jacob (Twilight: New Moon) She comes to terms with the fact that going to Edward's house can be deadly for her and that being attacked is 'normal' and an expected outcome even. Physical altercations in general are normal and so is murder. The moment vampirism is brought up Bella shows immediate interest. By the end of the second movie Bella wants to be like the Cullens, more specifically like Edward. Her goal is to be like them, she sees their special abilities and how they interact with each other and she cannot help but want that for herself to (in order to fit in somewhere). She shows no interest in pursuing anything else.

Twilight: New Moon

  • By the end of this movie, Bella has experienced multiple traumatic events (where her life was in danger), when given the option between remaining a mortal and becoming a vampire she seems quite eager on the latter.
  • One advantage to being a vampire is an extended lifespan, this gives Bella much more time to get to know herself and process past events, thereby delaying the need to make future plans for her career or life in general. - Bella doesn't even need to make these choices, she could be like the Cullens and be in high school for eternity, she wouldn't have to worry about money either because she would be joining the Cullens who are very well-off (because of Carlisle).

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Bronfenbrenner

The Bronfenbrenner ecological system combines different environmental systems describing how they interlink and therefore impact an individuals development. The environmental systems are divided into 4 spheres underpinned by the time and place in which the individual exists. Each sphere represents the effect of external stimuli on the individual going from most vague to most specific. Woolfolk, A. Hughes,& M. Walkup, V. (2013) Psychologyin Education 2nd Edition. London:Pearson

Bella Swan

Bella Swan

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Chronosphere

The chronosystem to the impact of time on the individual's development, including the historical time period in which they live and the timing of important life events. This category would have a similar effect on every person who existed within this period, it is not specific to Bella. It is part of the foundation to her development.

Technology: The Twilight movies are set in the early 2000s, which means that Bella is growing up in a time when technology is rapidly advancing. This category would have a similar effect on every person who existed within this period, it is not specific to Bella. It is part of the foundation to her development.

Socioeconomic factors: Bella's family is depicted as working-class, which affects her experiences and opportunities. Her father works as a police officer, and her mother remarries and moves to Florida. These family changes have an impact on Bella's development.

Cultural factors: The Twilight movies take place in a fictional town called Forks, Washington, which is known for its rainy weather and small-town feel. Bella's experiences in this cultural context affect her development and relationships.

Historical factors: Although not directly addressed in the movies, the time period in which Bella grows up is affected by historical events such as the 9/11 terrorist attacks and the global financial crisis of 2008, which could have indirect effects on her life and development.

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Macrosystem

The macrosystem refers to the cultural, social and political systems that influence an individual's development. This system includes broader cultural values, belief, and practices that shape the individual's experiences and opportunities. For Bella this would include the fact that she lives among supernatural creatures like vampires and werewolves.

Gender roles and stereotypes.

  • Edward never lets Bella drive her truck
    • He is portrayed as her protector, he makes it his priority to care for her safety.
    • Even when he is gone from her life she sees visions of him, reminding her to stay away from danger.
  • Bella is perceived as the victim by everyone around her,
    • At different points in the movies Edward or Jacob are painted as Bella's heroes who's role is to save her.
    • Bella heavily relies on their presence, and when they disappear from her proximity she falls into depression
  • Everyone is coupled up.
    • This promotes the idea that people of opposite genders cannot be just friends.
      • Most guys Bella comes into contact with have a romantic interest in her (Edward Cullen, Jacob Black, Mike Newton, Tyler Crowley, Chet the biker)
    • All the relationships are heterosexual, which further plays into the idea of strictly assigned gender roles, especially within the romantic setting.
  • The young adult must develop intimate relationships or suffer feelings of isolation
    • When Bella is in a relationship with Edward she feels happy and fulfilled, it is when he leaves that she struggles to care for herself, falls into depression and isolates herself form everyone.
    • The person to bring her out of this state is Jacob, he becomes her source of happiness and adrenaline, she heavily relies on him - but the cycle repeats when he needs to distance himself (when he is discovering his werewolf side)

Family values:

  • Permissive parenting style, high warmth and low control.
    • Children of permissive parents tend to struggle with social interaction.
    • Bella has difficulty relating to her peers.
  • Child of divorce
    • parents are more likely to indulge to their child's whims.
    • daughters of divorce may struggle with relationships.
      • this is either by staying away from romantic situations or, on the opposite side of the spectrum, throwing oneself into them.
        • Bella quickly falls for Edward, refusing to consider the facts in front of her. for example when he says "I've killed people before" and she answers "It doesn't matter". The way she is blinded by her feelings for Edward is best shown when she makes a contradicting remark to Jacob when she thinks he has hurt people.
Woolfolk, A. E., Hughes, M., & Walkup, V. (2013). Psychology in Education (pp. 66–67). Pearson Education UK.

Cultural beliefs and values: The Twilight movies are a reflection of the American culture, this includes:

  • Prom, a school dance
  • Bella is not religious
    • Her parents did not impose any beliefs on her, she is free to make her own decisions.
    • Bella does not believe in a soul, and uses that as an argument pro turning her into a vampire.
    • Edward does not share this belief, he refuses to bite her.

Social class and economic factors: The Twilight movies depict a range of social classes, from the wealthy Cullen family to Bella's working-class background. These economic factors could influence Bella's opportunities and experiences, as well as her beliefs about social class and wealth. In the movies wealth is mostly associated with vampires, human like creatures who use their powers (like seeing the future) to acquire money. While werewolves live in shacks, bound to nature houses, a rather low0income depiction.

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Exosystem

The exosystem refers to the broader societal systems that indirectly impacts an individual's development. This includes settings and relationships that the individual is not directly involves (like the relationship between Bella's mom and her stepfather, her friends being in relationships, Jacob becoming a member of Sam's pack). It also includes the media and popular culture, which may shape her perceptions of herself and the world around her.

Bella's father workplace: Charlie is a police chief in Forks, if there is a crime wave or if Bella is in danger, her father's work responsibilities indirectly affect her safety and well-being.

  • Charlie gives Bella pepper-spray for protection after a "wild animal" attack.

School system: The way in which the school is organized has an effect on the students. In the movies we can see that they have a loose attendance policy - given that the Cullen family often does not come to school. The only people that actually talk about their absences are the students, no teachers bring it up. This means that the students will not be taking attendance seriously, followed by the example of the vampires.

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Mesosystem

The mesosystem refers to the interactions and relationships that an individual has with people and systems that are directly connected to them. This is: immediate family, peers, institutions (school). For Bella this would include the relationship with her parents and peers, her romantic relationship with Edward as well as the situationship between her and Jacob.

Bella's family: This is her father, mother and stepfather - their interactions and relationships with each other can directly affect Bella's experiences and development.

  • The fact that the only picture of her mom and dad together with her are when she was a baby shows that the relationship between the parents is rocky, and that they do not get along - let a lone communicate in a healthy manner with each other. This creates a lack of understanding for Bella of what a good ad heathy relationship is supposed to feel or look like.

Bella's romantic relationships: Her relationship with Edward Cullen and Jacob Black directly affect her emotions, attitude, and behaviours, as well as her relationships with other people.

  • When Edward leaves Forks - Bella falls into a deep state of depression. She distances herself from everyone she knows. Both her friends and her family. She keeps a journal in a form of failed to send e-mails to Alice.
  • It is when she starts hanging out with Jacob that she reaches back out to her friends, they go shopping together.
  • Bellas' happiness is dependant on the relationship she is in. When they end, she can't take proper care fo herself. It is like she exists for others rather than herself. Without anyone to please, she does not have her own identity. Her sense of self is based on how others react to her - she just want's to fit in.

Bella's friendships: She is a part of a friend group, these relationships provide her with social support, advice and guidance. This works both ways, as Bella also has a significant impact on their lives, for example when she gets the two couples together by encouraging her friends to follow their heart and don't wait around. She gives them confidence to talk to their crushes.

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Microsystem

The microsystem refers to the immediate settings and relationships in which an individual directly interacts:

  • home environment
  • school
  • hangout spots

Bella's home: This can be as specific as each room of her house, the memories she has of those places and the feelings she associates with it. This also includes the atmosphere, her relationship with her dad, the way they interact.

The Cullen family: Their biggest influence on Bella is her attitude towards supernatural beings, specifically vampires.

  • Bella sees becoming a vampire as an escape from having to grow up, become an adult and bear the consequences of her actions. She is unsure of who she wants to become, seeing that the Cullen family are all still attending high-school, it persuades her to follow their footsteps.

Forks Highschool:

  • interactions with teachers, classmates and staff - influence on her academic performance, social relationships and self esteem.

Forks, Washington: The town of Forks and its unique features, such as its climate and natural environment.

  • Bella moves from a sunny town to a rainy town, which means her vitamin D intake disappears, with her natural way of being this is not good for her mental health.
  • The filter over the first movies shows us the world through the eyes of Bella, by comparison to the sunny town she came from - Forks is extremely gloomy and sad. This is also reflected in her behaviour.

What is the Tuckman tool? Tuckman is an educational psychologist who developed a model to describe the different phases a group endures to become a well-functioning team. The model is called the Tuckman Tool and is broken down into five stages of group formation (Tuckman, 1965).

Stages:

Each step is an unavoidable stage the group endures. Although presented as such, the model is not always linear. Every stage elicits different emotions, group behaviors and tasks. The members will experience challenges and learn to overcome issues as a team to positively influence their process and productivity. (apa reference course reader)

Forming

Storming

Norming

Performing

Adjourning

The leadership role is decided, and everyone has agreed on the norms of behavior. However, this phase can coincide with storming when the team is presented with new duties. (AssistKD, 2018). After the fallout with her friends, Bella turns to Jacob who helps her cope with her depression. Through her developing friendship with Jacob, she starts to feel better, and she can re-integrate with her old friends. Bella understands that her friends do not appreciate her reckless behavior because it is not a norm of behavior within that friend group.

Team members will test each other's boundaries and stir up disagreement about role distributions and leadership. Due to irritations, teamwork is difficult so there is little progress produced at this stage. (AssistKD, 2018). After Edward leaves to protect Bella from the treacherous vampire community, Bella falls into a deep depression. Her self-isolation and reckless behavior test the patience of her friends which causes disagreements and irritations between them. Finally, their teamwork as friends falls apart as her friends lose compassion for Bella's depression.

In the beginning, the team members are polite and positive because everyone wants to show their top behavior. The roles are not established yet, and members will feel confused. (AssistKD, 2018) When Bella is first included by the friend group, she struggles to integrate herself. Bella feels confused because she does not understand the group's dynamic yet nor has her role been established. Her presence disrupts the group because she is new, and the friend group reorganizes themselves because of it. For example, Bella's values about women undertaking action motivates the girls to ask their crushes out within the same friend group. The group goes from being friends with underlying pining to romantic relationships being formed within.

At this stage, the team works harmoniously and resolves issues smoothly. Therefore, they are a high performing team. (AssistKD, 2018). Once Bella temporarily leaves the friend group because she becomes too entangled in the vampire world, she drives by them. She sees how the friend group has become a high performing team with good chemistry amongst each other. The member within the group have openly communicated their feelings for one another. They also start hanging out and having fun outside of school.

The team first experiences satisfaction for their accomplishments. However, afterwards the team splits up and the members must let go of their roles. This can lead the individual people to feeling confused once again. (AssistKD, 2018). Not applicable to Twilight movies one and two. However, there is foreshadowing that the Cullen's will support her wish to also become a vampire. When they vote yes, the Cullen's already have accepted Bella as a family member. Once she is truly integrated, Bella will leave her human friendship group behind.

Dear Person

Click on Bella's confused face right now to be enlightend on how to best support her and the friend group through each stage. Good luck!

Forming

Storming

Norming

To help integrate Bella into the friendgroup, the teacher can play ice breaker games in class so that they get to know eachother as classmates. An example could be two truths and a lie because the students get to know some fun facts about each other to later build off of (Geerts & Van Kralingen, 2018, pp. 218-222).

Strictly observe the development of social skills within the group because it is important for them to learn how to be alone with peers, without the interference of the teacher (Geerts & Van Kralingen, 2018, pp. 218-222).

Keep an eye on individual students to make sure they feel comfortable and safe within the group. Be sure to establish classroom rules which encourages norms of behavior. For example, ask about students wellbeings and offer them the chance to speak with you outside of class hours (Geerts & Van Kralingen, 2018, pp. 218-222).

Performing

Analyse group interactions and take preventative actions to ensure harmony for good class dynamics (Geerts & Van Kralingen, 2018, pp. 218-222).

Adjouring

The teacher discusses with students individually about how they currently feel as a member of the group and how it could change in the future. (Geerts & Van Kralingen, 2018, pp. 218-222).

You have successfully completed this guide. Good luck teaching Bella next year!

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