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By: Alyssa Doner March 2013 HDF 492 Melissa Boyd-Colvin College Development

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Overview of Portfolio Major: Human Development and Family Studies Minor: Psychology & Leadership Studies Portfolio Theme: Personal Development through Erik Eriksons stages of Psychosocial Development

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Eriksons Stages Infancy: trust vs. mistrust Toddlerhood: autonomy vs. shame and doubt Early School Age: initiative vs. guilt Middle Childhood: industry vs. inferiority Early Adolescence: group identity vs. alienation Later Adolescence: individual identity vs. identity confusion Early Adulthood: intimacy vs. isolation

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Infancy = First Semester of College Birth-2 Infancy is a period of rapid physical development, cognitive maturation, and social integration. The emergence of individual differences. Sensory and motor development allow infants to: Establish ties with the caregiver Explore and gather information about the environment Have an impact on the environment Cope with stress Their reasoning is different from that of toddlers, school age children, adolescents and adults. Trust vs. Mistrust

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Freshman Year Outcome #14: Student will show application of Maslows theory of Hierarchy of Needs to own life. After leaving home and experiencing life in a dorm without parents, I found myself going through Maslows Hierarchy of Needs while assimilating to college life. First to fulfill my physiological needs I had to find my room, find my classes, find the dining halls and become familiar with the layout of the campus. Then I moved on to safety, I had to feel safe in my new environment. It took some time to get used to living in a dormitory with two strangers and the bathroom down the hall. The hardest step so far has been trying to find a sense of belonging. I was so used to having my friends only a call away, and then moved here where I knew no one. I think Im still in this stage of the pyramid because I am still meeting a lot of people and trying to form closer relationships with some. Its hard trying to form an entirely new group of friends; I think this is why I am stuck in this stage.

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Maslows Hierarchy of Needs

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Toddlerhood = Second Semester and Sophomore year Ages 2-3 The ability to: Control impulses Direct action toward a goal Express and inhibit the expression of emotions Resist temptation Vygotsky- A natural zone of proximal development (Outcome # 40 & 41). Fosters cognitive, emotional, and social development. Autonomy vs. Shame and Doubt

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Early School Age & Middle Childhood = Sophomore Year Ages 4-6 & 6-12 Begin to examine I vs. Me I- the self as subject; the self who initiates; who is aware of ones actions Me- the self as object; who is observed and described by others. There is an emerging self-consciousness or self-awareness. Self- efficacy; social expectations; self monitoring. Initiative vs. guilt & Industry vs. inferiority

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Early Adolescence = Sophomore Year Ages 12-18 Significant intellectual development, especially hypothetical reasoning Heightened need for peer relationships Challenges : the party scene and figuring out your place Socialization and Selection Forces Group Identity vs. Alienation

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Sophomore Year Outcome # 39: Student will describe personal application of the Relational Leadership model by Komives, McMahon, & Lucas. Relational Leadership can easily be applied to any situation teaching and leading young children and adolescents. For my HDF 203 (Intro to Working with Young Children) and HDF 310/311 (Adolescents) classes, I had to complete a certain number of practicum hours gaining field experience. At the Child Development Center on Lower College Road, I worked with Pre-K to Kindergarten children and at Broad Rock Middle School I worked with fifth and sixth graders. In order to lead these children, I had to first give them a purpose. At the start of an activity, I would restate the purpose the teacher had already discussed in the lesson to ensure each child knew the goals and why they were gathered to complete that task. It was important to include everyone in the task. If a child was not participating, I would ask them questions about what they were observing or what they thought might happen next. One of my goals for including everyone was to aid the children to build coalitions and relationships amongst their peers. I would empower them through encouragement and finding the strengths that they had to offer. The pillar of process-oriented was maintained through their interactions by making meaning for what they were doing, answering any questions they had and keeping the team on track. The ethical portion I modeled through demonstrating self-confidence and through valuing each of the children. I would encourage socially responsible behavior in all of the children and make positive comments when they behaved this way. This is how I applied the Relational Leadership model while working in my practicums.

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Final Self-Evaluation for working in the Child Development Center (also related: Outcome #81 & 82)

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Later Adolescence = Junior/Senior Year Ages 18-24 Ability to question and evaluate information Clarification of values and life goals Deepening emotional commitments to friends and lovers Individual Identity vs. Identity Confusion

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Junior Year Outcome # 8 & 9: Student will express and demonstrate practice of personal values statement. HDF 180 was an exploratory class to learn about my major and the possible career paths that it could lead to. Before getting too deep into the class, the teacher asked us to evaluate our current career goals and asked if they lined up with our personal values. At the time, I didnt really know where I wanted my major to lead me in the future, so instead I thought about everything I had learned so far at URI and everything I had learned so far in my personal experiences. I came up with a personal values statement that may change in the future but reflects my current mindset. The things I value most are opportunity and hard work. I value my education and the opportunity I was given to obtain a college degree. Not everyone is born with opportunity so throughout my career I plan to work to provide others with opportunities. Also, I value my family and everything my mother has done to ensure all of my doors are open and I have the chance to succeed if I am willing to work hard and put in the effort. As part of the HDF 310 class, Adolescents, I had to complete a practicum working with adolescent children. I chose to volunteer at Broad Rock Middle School through the CARES program which places volunteers in the classroom as aids to the teachers as well as gets people involved in the after school program. Through this practicum, I was able to work one on one with fifth and sixth grade students who were having troubles in the classroom but the teacher did not have the time for the individual attention they needed. By giving them my time and attention, I was able to give them the opportunity to succeed in their assignments, as long as they worked hard. This is the same as with the SMILE program at the Alton Jones Campus. The children I worked with had the opportunity to spend the weekend at a camp and learn about math and science thanks to all of the hard work from the volunteers who put the program together. Both of these programs are examples of me giving others opportunities and aiding them in working hard towards success through my own hard work and the opportunities I am given to aid others. Those are the two elements of my personal values statement in action.

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Working with SMILE

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Early Adulthood = Senior Year Ages 24-34 Lifestyle The integration of identity and opportunity Work Career Trajectories Technical skills Authority relations Demands/hazards Burn Out Intimacy vs. Isolation

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Senior Year/Graduation Outcome # 11 & 12: Student will describe goals and objective statements regarding personal, career and community issues; and will show evidence of achievement. For the Capstone class, HDF 412, I had to develop a personal, interpersonal, and inclusive goal for the end of the semester. My personal goal is related to the advancement of my career: I will research and apply to three different internship programs with the hope of getting hired at one and gaining knowledge and experience that will help me get a job after graduation. My inclusive goal is related to a personal issue: I hope to create a learning environment for the Ultimate team that is open to all learning abilities and people are not afraid to ask questions. This includes empowering them to share ideas and take on responsibilities. My interpersonal goal can be related to the community: to successfully run a 28 team Ultimate tournament at URI including schools from all over the New England area. The career goal regarding acquiring an internship for next semester had to be achieved in order for me to graduate in May. I researched, applied, interviewed and was accepted for an internship working in home-based therapy with children ages 3-18 at the Adeline LaPlante Memorial Center in North Kingstown. This is the first step in my career and is exactly the first step I wanted to take. My first day will be January 7, 2013. I believe my personal goal has been achieved of creating an inclusive and open environment for the Ultimate team. I have watched the friendships between the girls develop throughout the semester and have been approached by some as a Captain and as a friend. They have expressed their comfort level with sharing questions, concerns and comments and some have even taken on some team responsibilities like helping to coordinate certain events. And finally, my community goal was achieved through the success of the tournament. I received positive feedback from the teams and from the Director of Club Sports at URI regarding how the tournament was run. All three of the goals were achieved.

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Career Goal

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My leadership style: Servant Leadership by Greenleaf Listening Empathy Healing Awareness Persuasion Conceptualization Outcome # 24 & 25 Foresight Stewardship Commitment to the growth of people as an end itself Building community

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My leadership style cont Personal code of Inclusive Leadership Outcome #66: provide a safe environment for my peers/coworkers/teammates where they feel they can ask questions try to empower them to share ideas

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Marketable Skills Strengths Quest: Discipline Individualization Achiever Developer Input Experience working with preschool and kindergarten aged as well as middle school and high school aged children Experience working with children with disabilities Experience being a member of a team and leading a team

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Wrapping it all up Each stage of development throughout the lifespan presents new growth and new challenges. One can only move on to the next stage when the challenges have been met by applying your resources and new knowledge. Human development is important to understand because it is something every single person goes through on multiple levels. During my college career, I have developed as an individual, a member of a team, a member of the community, and most importantly as a leader. I will be leaving URI as a much more developed person with a greater understanding of myself and my surroundings; and most importantly, with the knowledge of how I can guide others through development and empower them to become leaders themselves.

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References Newman, B. M. (2010). Life-span development I & life-span development II course slideshow. Newman, B. M., & Newman, P. R. (2009). Development through life: A psychosocial approach. (10th ed.). Belmont, CA: Wadsworth, Cengage Learning.