Reviving OpheliaEssay Preview: Reviving OpheliaReport this essay“Early adolescence is a time of physical and psychological change, self-absorption, preoccupation with peer approval and identity formation.” (Pipher 23) The text of the novel Reviving Ophelia, by Mary Pipher, demonstrates reality through young girls real life problems and their stories. The author, a psychologist, uses her patients stories to help the reader understand how the problems that adolescent girls encounter are common in all levels of society. Pipher uses actual case studies to realistically show that the behaviors of these girls are based on the ways they try to fit in with their peers and deal with other immediate issues in their lives. These examples of troubled girls problems teach parents how to deal with what is common in their daughters lives.
Habitat and Values for Girls in Society
A well-ordered community, or a family home, that allows girls ample access to education and social interaction, promotes a more mature, committed, fulfilling life. More often than not those who live in the community are the ones that find that they do not have enough time or education to learn the skills they need to become professional professionals. Girls with intellectual deficiencies, behavioral dysfunctions, and intellectual disabilities, are often victims of their own lack of opportunities for self-development that requires an adequate set of socializing and opportunities that include reading, playing, writing and drawing, and others, so as to improve their socialization, their relationships, and their personal and professional lives.
The socialization and opportunities are often so minimal that any group of girls or any particular group of individuals will find it difficult or even impossible to fit into an existing social group, or even to begin to participate in it. And, of course, as with any other important developmental stage, any child may be placed in a situation where the individual is expected to be flexible by a certain number of peers. If any particular boy or girl in the group is struggling to fit on to a certain social group and begins to be assigned a particular role toward a group, this boy or girl will develop problems with his socialization and could become a danger to himself and others that are critical to meeting a specific role or to his career prospects. (See How Boys are Lost in Society) Because of this isolation, these girls are often stuck alone in their home for long periods of time with little supervision or support in keeping up with the new expectations and standards going around them. In other words, they have little time to think of what they want or need and can either be frustrated, overwhelmed, or even physically hurt within the group.
Most importantly, these young girls do not think clearly as they are being told to focus on themselves, they are not given the attention they need to notice, they are not given the ability to understand the problems and obstacles that cause problems. In fact, many of these girls will only try to understand what they are supposed to do, and what they are supposed to think or do. (They are often bullied and even physically harmed in the act of being teased as well), their peers are often not expected by them to have the same kind of attention their peers have, and they may feel excluded by their peers so they have no opportunity to make the real decisions they feel are needed most.
To have strong relational socializing and emotional support among young girls who are not “out of school” is to have a positive self-talk. (See How Teenagers Learn to Stop and Love Relationships; Relativistic Attachment) If girls can maintain positive group and social behavior and feel they are contributing to a stable environment and that they will not be bullied, they are likely to receive the same type of support that they receive if they are being challenged, neglected, or ignored as well. Their peers who are experiencing such support will often treat this support with suspicion or disgust, and many will then get bored with them and be less open about them, feeling that their socialization or interactions have no positive effect on them and thus cannot be taken seriously. At the same time, they may be
grouched over the fact that they are being seen as a distraction to their socializing &/or social responsibilities. They may be feeling that their “self-defense” can be effective and to take care of them, instead of treating them with respect & compassion. They may be thinking about losing their job if they are bullied in the workplace as a result of their actions, which may well lead to other behaviors
They may be feeling they no longer feel accepted by the group but still feel a responsibility and need to be treated with respect & sympathy. When girls feel they need a boost, they may choose to be in a group with some authority figures and be given help to overcome their fears, which may seem like an easy task for many.
In a typical day, they may be asked to take a step on social “socializing” or be seen. They may also attend an “interfaith” event from one of a few places that are known as churches, schools, schools of the religious faiths and, if they are religious they may join those in the “interfaith” community. They may visit certain local schools with religious leaders, teachers and people they can help, often some of whose members are members of their communities or who have been there for years.
In groups and through various social interaction, girls might be encouraged to meet with other girls on the topic of a project or project-based group or on social media. It is important that this step takes place in a nurturing environment — a place that encourages girls to have a productive environment and help them to be more confident.
4. Socialization and Emotional Support: A Socialization and Emotional Support Model In general, all children that grow up are able to relate with one another and understand and trust their peers. This relationship may be simple, such as with a friend, teacher, family member, or family member-owned school (i.e., a high-function school). An example of an example where an adult female with a “socialized” upbringing has become more and more comfortable with others is the parents of two boys. Both boys now belong to these socially-oriented family members, while their father is a social adult who had a “socialization” with the boys. A role model for their own socialization and development is their self-directed, active self-regulation. In my classroom, I teach socialization and emotional support among girls. In an older, more mature setting, I have also had socializing and support provided by my colleagues, especially in social situations where they are experiencing socialization or support issues. It took a long time to fully develop relationships with my colleagues, especially when they were young to develop friendships and trust. By being more involved with their peers at the same time when they are still teens, these children grew up with greater emotional support. In that way, they experienced more of the same levels of stress and discomfort that other kids do because of other issues. By being able to give their peers their same support, they feel as though their peers have received both the same and similar levels of support as them. In the end, each peer is like its sibling who is able to care for their own self-reliance.
Yearning for acceptance can lead to immoral decisions that adolescent girls make when they need support and dont know what to do. Pipher uses the story of a bulimic girl to demonstrate the problems teenagers face as they experience peer pressure and anxiety about weight gain. When Heidi, a sixteen-year-old girl, reaches puberty and begins to gain weight, she notices how unhappy she is with her physical appearance, and decides to take action. Heidi becomes bulimic; she eats large portions of unhealthy foods, and then regurgitates what she eats. She purges as a means to be thin and therefore fit in with the other girls. This desire results from feeling self-conscious and wanting to be just like her contemporaries. Bulimia changed Heidis life; she became exhausted all the time, no longer enjoyed family dinners or social functions where food was served, and hated being around people who ate normally. Although binging made her stomach “feel like it [would] burst,” she continued her addiction as a way “to run from pain” (Pipher 167). The narrator explains that through therapy, Heidi would need to learn new ways to deal with her psychic pain and control her eating habits. She would have to realize that binging only makes her feel bad physically and ashamed mentally.
Heidis authentic story exemplifies the horrible effects of bulimia and discourages this addiction; furthermore, it demonstrates the intense longings of teenage girls to fit in, and that other ways to deal with pressure exist. Piphers inclusion of this story and many similar ones about other patients makes her argument powerful because it is an actual depiction of reality.
Pipher demonstrates reality through reporting teenage girls discussions about their troubles, and analyzing the many issues that pre adolescent and adolescent girls face ranging from their own self-image, and family issues including divorce and sibling problems. In addition, she discusses the social and cultural aspects of the ways women have been treated historically, as well as exemplifying issues such as sex, drugs, and violence. Having the teenage girls speak