My Hypothesis – Rose1029

  1. How an individuals are affected by their childhoods
  2. Someone’s childhood defining them in adulthood
  3. Psychological affects someone’s childhood has on them
  4. The lessons learned during childhood that individuals carry throughout their life
  5. Perfect childhood’s don’t challenge an individual
  6. Children who experience a “perfect” childhood, never learn to adapt to things later on in life

 

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3 Responses to My Hypothesis – Rose1029

  1. bmdpiano says:

    I like the idea of your final thoughts here, but I think you can expand on your idea a bit further. I understand that it is hard to create a new idea that no one has really thought of because we only know the things that are known, but try to think outside the box! I look forward to seeing what kind of paper you produce. How people are affected by their childhoods is very interesting psychology and I think you should look into some studies about that to further your thought process. Happy writing! 🙂

  2. taxmanmaxwell says:

    This is a great topic that will be meaningful for just about everyone. Defining a perfect childhood may be difficult though. Using fiscally stable households might work, or you could investigate the psychological angle. The American Academy of Child and Adolescent Psychiatry would likely be one of the better sources for a psychological hypothesis.

  3. davidbdale says:

    I share Piano’s and Taxman’s enthusiasm for your topic, Rose. I also share their trepidation that you’ll be challenged to define your terms clearly and narrowly. What you mean by a “perfect childhood” is crucial to the clarity of your argument.

    I’ll take my cue from your use of the language of “challenge” and “adaptation” to suggest that instead of seeking sources about “perfect childhood,” you should be looking for material on Stress and Resilience. You may find it easier to prove a positive: that children who face adversity develop coping and survival skills prepare them well them for life’s later challenges. If you can establish that, then you can argue that the reverse, a childhood free from adversity and stress, ill prepares a child for adulthood.

    I found one without much effort:
    https://link.springer.com/chapter/10.1007/978-1-4899-7711-3_5

    The Abstract says, in part:
    Overwhelming experiences that are perceived as negative, unpredictable, and uncontrollable—stressors—threaten children’s cognitive and emotional development, behavior, health, and socialization. . . . Buffers against stress, often called protective factors, include influences that are both within children themselves as well as external to them. The capacity to successfully develop even when faced by chronic adversity and stress—resilience—depends upon the incorporation of these protective factors into a child’s life over time. . . . This chapter defines stress and reviews its effects, summarizes protective factors and their connections to resilient outcomes, and provides an overview of resilience-promoting interventions in children and adolescents.

    As best I can tell, your hypothesis would benefit from any study that demonstrates how “imperfect” childhoods develop more resilient adults.

    Is that helpful?

    Also (intriguing to me at least), there’s a neat little study of Animal Models of Stress and Resilience that may serve you well for building an argument by analogy.
    https://onlinelibrary.wiley.com/doi/abs/10.1002/dev.20429?casa_token=FWlyhM_Q6d0AAAAA%3A5XQwgFGGl6WBDw–aIJGlgdfi2qfPzKR46PaA47xcMYqaz7fDNlcwtgGc4iwPz2DtjuithNbP53rzMc

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