Adolescence as Depicted in Clueless - Case Study Example

Adolescence as Depicted in “Clueless 0 Introduction The term “adolescent” is derived from the Latin word “adolescere” which de s “to grow into maturity.” The transition from childhood into adulthood is characterized by an extended period of growth. During this period, individuals sexually mature and become capable of reproduction. Individuals begin to experience changes in emotions, cognition, self-identity, and interpersonal relationships (Abbott, 2001, p. 105). Erickson reiterated that it is the developmental period where individuals establish a stable identity, gain independence from family, develop career plans, and acquire ethical and moral values consistent with those espoused by the society (as cited in Roth & Worthington, 2010, p. 198). “Clueless” is a film that chronicles the life of a 15 year old Cher Horowitz as she struggles to define herself and adjust to changes in the adolescent period. This paper sought to explain the physical, cognitive, and social development of the main character during such turbulent period. In addition, it presents biographical information as well as cultural influences of Cher’s development. 2.0 Biographical Information “Clueless” features Cher Horowitz as an affluent 15-year old teenage girl. Cher Horowitz resides in Beverly Hills with her father, a $500 per hour litigator. Her mother died due to surgery complications. Cher has one ex-stepbrother named Josh Lucas. She attends school in the prestigious Bronson Alcott High School. 3.0 Physical Development Puberty denotes two main types of physical development which mark the transition towards young adulthood. The first physical development involves dramatic increase in weight and height, muscle content, and body fat. The second physical development involves a change in reproductive organs and the presence of secondary sexual characteristics such as body and facial hair, and growth of breast (Kail & Cavanaugh, 2008, p. 294). Cher Horowitz manifests medium-sized breast and wide hips, which are proportion to her slender physique. Her facial features also present adult proportions as she exhibits enlarge lips, prominent jaw, and protruding forehead. Kyle (2007) stresses that it illustrates physical changes experience by adolescents aged 14 to 16 years (p. 185). Kyle (2007) further reiterated that female adolescents aged 14 to 16 years-old reached peak weight and heights, manifest increase in muscle mass, hip breadth, chest, and shoulder (p. 185). Cher Horowitz exhibits on-time physical developments. Adolescents continue to develop their fine and gross motor skills (Kyle, 2007, p. 185). The former pertains to movements that require dexterity and precision, while the latter refers to movements of major parts of the body or the whole body (Slee, 2002). Cher Horowitz’s abilities to dance and drive manifest increase in gross motor skills. Meanwhile, her ability to use the cellular phone, write legibly, and manipulate objects represents an improvement of fine motor skills. 4.0 Cognitive Development Cher Horowitz can be classified into the preoperational stage of Piaget’s cognitive developmental theory. Maturation serves as a driving force for the individual’s development (as cited in Arnett, 2010). The preoperational stage involves the application of logical principles acquired in the concrete operational stage into abstract and hypothetical situations (Martin & Fabes, 2008, p. 41). Cher sought to lead a meaningful life throughout the film. She chose to concentrate on doing good deeds instead of focusing merely on her popularity. The last part of the film exhibited how she volunteered in relief efforts of the school to live a meaningful life. Cher Horowitz seems to utilize rehearsal, organization, and elaboration as strategies to process information. Rehearsal strategies are useful for processing new information and memorization (Aukrust, 2011, p. 138). It seems that Cher employs this strategy in studying for exams and remembering names. Meanwhile, organization involves transformation or translation of information into a new configuration. Cher may utilize this strategy in remembering cell numbers through “chunking.” Lastly, elaboration strategy involves creating connection between the learner’s prior knowledge, and what he/she is currently trying to learn (Aukrust, 2011, p. 138). Cher unknowingly used this process in answering questions, paraphrasing, forming mental images, and explaining. Cher’s rate of cognitive development is heavily influenced by language, culture, and “zone of proximal development.” Vygotsky reiterated that language serves as a symbolic system whereby individuals communicate and facilitate “socialization.” It serves as a primary means of encoding information. Vygotsky further reiterated that individuals acquire knowledge through interaction with others and through elements of the society. Lastly, he considered the assistance of adults as essential for individuals learning in the “zone of proximal development” (qtd. in Oakley 38). 5.0 Social Development Cher has high self-esteem as she is prominently known as a wealthy, popular, and attractive student of Bronson Alcott High School. However, Cher’s self-esteem decreased as she failed to seduce Christian, her matchmaking scheme backfired, and failed the driving test. Columbos (2006) defined self-esteem as individual’s perception of his/her worth (p. 73). Cher established good relationship with her father, friends, and peers. However, she showed ambivalent feelings towards Josh, her ex-stepbrother. Cher was raised by Mel Horowitz through a permissive parenting manner. Permissive parenting characterized a style of interaction wherein parents are responsive and not demanding towards their son/daughter (Macklem, 2008, p. 50). Cher can be classified into the genital stage of Freud’s psychosexual development. This stage is characterized by reawakening of sexual desire and urges (Shaffer, 2008, p. 40). The film highlights how Cher repeatedly attempted to seduce Christian. Meanwhile, she can be considered in the phase of identity vs. role confusion in Erickson’s psychosocial development. This phase is marked by uncertainty and confusion. Individuals at this phase try numerous roles as they deal with vocational choice, adult statuses, and romantic involvement (Gines et al., 1998, p. 25). “Clueless” depicted how Cher balanced her desire for materials things with her goal to live a more meaningful life. It portrayed how Cher progressed into identity achievement of Marcia’s identity statuses. This stage is characterized by an individual’s commitment to an ideology or occupation (Miller, 2009, p. 93). Cher realizes that she can live a meaningful life and find happiness through helping others. 6.0 Cultural Influences Bronfenbrenner reiterated that microsystem, mesosystem, exosystem, and macrosystem serve as environmental systems that influence an individual’s development. The microsystem refers to the interaction and relationship Cher has with the immediate surrounding (as cited in Thorleifsdottir, 2008, p. 16). Cher’s desire for designer clothes may be influenced by her immediate environment. Meanwhile, mesosystem pertains to connection between structures of the individual’s microsystem. Exosystem refers to a larger social system. Lastly, macrosystem is the outermost layer in an individual’s environment. These systems function to influence Cher’s beliefs and ideology (as cited in Thorleifsdottir, 2008, p. 16). 7.0 Conclusion “Clueless” portrayed the physical, cognitive, and social development experienced by a 15-year old girl. The film depicted how Cher attained a stable identity during this turbulent development period. It also highlights the influence of microsystem, mesosystem, exosystem, and macrosystem in Cher’s development. References Abbott, T. (2001). Social and personality development. USA: Routledge. Arnett, J. (2010). Adolescence and emerging adulthood: A cultural approach (4th ed.). Upper Saddle River, NJ: Prentice Hall. Aukrust, V. (2011). Learning and cognition. UK: Elsevier. Columbos, A. (Ed.). (2006). Advances in Psychology. USA: Nova. Gines, A. et al. (1998). Development Psychology. Philippines: Rex Bookstore. Kail, R., & Cavanaugh, K. (2008). Human development: A life-span view. USA: Cengage Learning. Kyle, T. (2007). Essentials of Pediatric Nursing. China: Lippincott Williams & Wilkins. Macklem, G. (2008). Emotion regulation in school-aged children. USA: Springer. Martin, C. L., & Fabes, R. (2008). Discovering child development. USA: Cengage Learning. Miller, T. (2009). Handbooks of stressful transitions across the lifespan. USA: Springer. Oakley, L. (2004). Cognitive Development. USA: Routledge. Roth, F., & Worthington, C. (2010). Treatment resource manual for speech language Pathology. USA: Cengage Learning. Shaffer, D. (2008). Social and personality development. USA: Cengage Learning. Slee, P. (2002). Child, adolescent and family development (2nd ed.). UK: Cambridge University. Thorleifsdottir, K. (2008). Neighborhood design: Associations between suburban neighborhood morphology and children’s outdoor, out-of-school, physical activities. USA: Proquest. Read More