Journal 8

Journal 6

According to Erik Erikson’s Psychosocial Stages of Development, I am currently in the stage of Intimacy vs. Isolation, usually between the ages of 20 and 40. This stage consists of making close and meaningful connections with others and retaining a rock-solid sense of self. I identify with this stage because I am currently creating more substantial work and interpersonal connections. Whether establishing healthy friendships, retaining the family link intact, or creating romantic relations, intimacy plays a role in my life. I value emotional support and mutual support more now than ever before, and this is undoubtedly an indication of being at this growth time.

During this phase, the overriding concern is discovering a point of balance between being vulnerable and trusting others and not losing individuality. I’ve seen periods in my life in which fear of rejection or past problems made it hard to be open with others. But I’ve been constructively building through emotional intelligence and communication. I’m coming to be transparent about expressing myself, and yet be open to the emotions of others. For career objectives, being able to construct healthy relationships helps in building a support group and being able to work well with others. I overcome the intimacy crisis by investing time in relationships to find the deep connections and being willing to grow with others. One way I may be able to overcome this crisis even further is by placing a focus on being balanced, making sure, while building on relations, I still keep looking toward individual objectives and growth so as not to be codependent.

As for the period of moratorium between adolescence and adulthood, I experienced this time. I tried out all sorts of interests after high school until I discovered the career path I now pursue. I tried out all sorts of college majors and jobs, and questioned what I wanted out of life personally and in the workplace. It was frustrating on the immediate levels to have no clear answers. But this exploratory time later enabled me to find out my values and passions. It gave time to ponder over who I was and what I wanted to build out of life. Far from being time wasted, this exploratory time of moratorium was important to the building of my identity.

The moratorium allowed more than it hampered my growth. It trained me to be resilient, flexible, and self-aware. The time it gave me to experiment and look around only made me more certain and solid about what I wanted. I carry the experience over into my relationships, and being self-aware is the ingredient that makes the connections real.

Having reflected on this formative period once again has further sensitized me to the manner in which my current life impacts the adult I am becoming. I have learned to appreciate the work invested in creating substantial relationships and the role they play in my well-being. The next time through I shall look to further cultivate intimacy not just on the home front but also on the job front, where trust and cooperation play equally pivotal roles. This understanding of who I am encourages me to further expand and stay connected with others on healthy, deliberate terms.

Journal 4

Sensee Faraj

Journal 4

Language Development

My language development began in a bilingual home where both English and Arabic were spoken. My parents said my first words were bilingual. I would say simple words like “mama” and “baba,” and over time, I learned to differentiate when to use which language. I have a childhood memory of sitting with my grandma while she slowly corrected my Arabic pronunciation. I recall struggling with the uncommon English “kh” sound and practicing with her many times. Since English was the primary language of teaching in preschool, I improved my English. I didn’t receive formal speech therapy, but I recall teachers helping me articulate words more clearly when I stumbled. Looking back, I think exposure to two languages made me more aware of conversational tone, meaning, and sound. Research suggests bilingual children increase their speech pattern interpretation and analysis by increasing auditory discrimination and metalinguistic awareness (Oshchepkova et al., 2023). It taught me to appreciate words and communication, which I still do.

Learning a New Language

In elementary school, I became close friends with a girl named Maria who had recently moved from Mexico. Our school put her in an ESL program since she spoke little English. At first, she was dismissive and looked to me or others for assistance speaking out in class. I admired her courage because she didn't give up even when she made mistakes. Over time, we learned to communicate using drawings, basic phrases, and hand gestures. I even learned some Spanish words from her, and she steadily developed English confidence. By the end of the school year, her vocabulary had improved significantly, and she was participating in group discussions. Maria's story showed me how hard and daring it is to learn a new language as a youngster. It also taught me how patience, compassion, and inclusiveness help people adjust to unfamiliar environments.

Peer Comfort in Middle Childhood

Between the ages of 6 and 11, I was pretty comfortable around my peers. I was not the most extroverted or quiet kid. Art and games were my favorite group activities. Though I hesitated in big crowds, I felt confident in smaller ones. I had a few close friends, and we would play during recess, do class projects together, and even have occasional sleepovers. These exchanges boosted my confidence and taught me to settle minor issues calmly.

My childhood friendships were strong and meaningful. My close friends and I spent after school playing outdoors, biking, and exploring the area. Shared interests, respect, and support formed these friendships. My best buddy is one I remember. We shared creative, shy, and imaginative traits. We created games, wrote stories, and supported each other in school. Despite growing up and attending separate schools, our connection shaped how I appreciate friendships now.

As a child, I was respectful and generally comfortable communicating with adults, especially family members and teachers. I recognized the importance of politeness, eye contact, and listening. I usually waited for grownups to start conversations. I was careful with my words, wanting to say the “right” thing, especially when addressing authority figures. Still, I was never scared to ask questions or seek advice, which helped me form good adult connections.

Between the ages of 6 and 11, I would describe myself as moderately social. Although I was not the focus of attention, I loved group activities and making friends. I knew how to talk to grownups and most social norms. I learned not to interrupt, to say “please” and “thank you,” and to communicate differently to professors and friends. Early understanding of social signals helped me manage discussions appropriately and responsibly, laying the groundwork for future social and professional relationships.

Public Speaking and Childhood Influence

My experiences as a child had a significant influence on how I handle public speaking today. I was quiet in strange or big groups as a youngster. In school, I dreaded being called upon to read aloud or present in front of the class. When I had to speak, such as in class presentations or school plays, I practiced at home until I felt secure. I learned discipline and readiness from these nerve-wracking early attempts.

As an adult, especially in the workplace, I’ve had to speak publicly during meetings, training sessions, and team briefings. I presented new workflow methods to supervisors, which was noteworthy. I was initially anxious, but my childhood habit of over-preparing and rehearsing helped me deliver clearly and confidently. I have learned that although I may never like public speaking, my childhood coping strategies—preparation, deep breathing, and positive self-talk—help me communicate well in professional settings.

References

Oshchepkova, E., Kartushina, N., & Razmakhnina, K. O. (2023). Bilingualism and development of literacy in children: A systematic review. Psychology in Russia, 16(1), 3–25. https://doi.org/10.11621/pir.2023.0101