Amber case study revised

Amber: Psychosocial Theory
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Abstract
Student development in colleges and other learning institutions is often defined by the nature of parental care given to the student. Quite often, students who receive pivoted attentions form their parents regarding decision-making face a hard task in making choices that suit their interests. It is essential for children, not alone students, to make choices that suit them according to their interest. By doing this, the children get to define their confidence and end up pursuing their course of interest in higher education levels. Even so, parent’s interjection into their choices are still important but should not be ultimate. Parents should be careful to know the limits upon which they make opportunities for kids. For instance, there is no any in parents forcing an art-loving kid into pursuing sciences in college or other higher learning institutions. Such a case can derail the student’s interest in doing his or her best thus not achieving dreams that were defined by passion.
Amber: Psychosocial Theory
The parental that Amber received in her stages of growth greatly defined her psychosocial status. From the Amber case study, it is blatant that Amber was in most instances held indoors. In addition, Amber had less degree of freedom regarding her life choices. From the study, most of the decisions that mattered to Amber were made by her parents, a condition that affected not only her psychosocial status but also her general life other than academic life.

Psychosocial status relates to individual behaviors and thoughts in relation to the interaction with the social status.
Amber is a young girl living with her working-class parents. From the case study, Amber lives in the suburb where it is hard for her to mingle with people of other races as the blacks and the lower classes. Her whole life is surrounded by the whites an aspect that contributes less to social identity according to Nancy Evans “Student Development in College” ADDIN EN.CITE <EndNote><Cite ><Author>Nancy Evans et al</Author><Year>2010</Year><Pages>252 – 254</Pages><DisplayText>(Evans et al., 2010)</DisplayText><record><ref-type name=”Book Section”>5</ref-type><contributors><authors><author>Nancy Evans et al</author></authors></contributors><titles/><title>Racial Identity Development</title><periodical/><pages>252 – 254</pages><dates><year>2010</year><pub-dates/></dates></record></Cite></EndNote>(Evans et al., 2010). In addition, the better part of Ambers life is defined by the decision made for her by her parents. She has to follow the pathways that are prescribed by her parents at the expense of dire need for freedom and independence.
Projecting from the case study, Amber’s social behaviors were limited within the definitions of her parents. Given that Amber was not allowed to associate with the person of her interest in the relationship it must have affected her social behavior. She had to remain choosy thus limiting her social cycle. For example, while in college, Amber met Jerry, an African American boy who she fell in love with. It was a threat for her as it was by default a decision that was going to be declined by her parents. In a nutshell, Amber’s psychosocial status was negatively affected by the kind of parental care she received.
Works Cited ADDIN EN.REFLIST
Evans et al., N. J. (2010). Racial Identity Development. In N. J. Evans, Student Development in College (pp. 252 – 254). Chicago: A Wiley Imprint.