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Mean Girls: Regina George, The Psychology of a Dictator

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Erikson’s 8 Stages of Psychosocial Development Explained

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The comedy coming-of-age movie "Mean Girls" is set in an Evanston, Illinois suburban high school in the early 2000s, and it depicts the common high school experience in America. The main characters of the novel center on Cady Heron, a sixteen-year-old who was homeschooled in Africa for the majority of her youth before returning to the United States. She joins Karen Smith, Gretchen Wieners, and Regina George as members of the Plastics, a group of mean girls. However, Cady's search for recognition and self-discovery is complicated by her association with outsiders Damian Leigh and Janis Ian.

While the movie looks at a number of literary themes, identity and self-discovery are its main subjects. Throughout her journey, Cady must negotiate the intricate social classes of high school, struggle to define her own identity, and ultimately come to understand the value of remaining true to who she is. It also explores themes of peer pressure and conformity, showing how people can occasionally give in to social pressure and other people's expectations in order to fit in. The movie also explores the nuances of friendship and betrayal as Cady learns how difficult it can be to establish true connections and how difficult it can be to preserve close friendships in a high school setting.

The main conflict in "Mean Girls" comes from Cady's entanglement with the Plastics, which forces her to betray Damian and Janis, her newfound friends, in order to keep her place in the popular clique. But when Cady gets entangled in a web of rumors, betrayal, and lies, her actions have an impact on both herself and other people. The disagreement is resolved when Cady acknowledges the damage she has caused and plans to reveal Regina's evil deeds to the school. Seeking forgiveness, she rediscovers her own beliefs and identity while assisting in ending the toxic social dynamics and finding her way back to her true friends, Damian and Janis.

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We decided to chose the film "Mean Girls" as the coming-of-age choice for this project. In the category of films aimed at teenagers, "Mean Girls" is a contemporary classic. The difficulties and complexities of high school life, friendship, identity, and social dynamics are explored comically but insightfully in this film, which made it a great choice for comprehending the transition from youth to young adulthood. We were able to examine and debate the character development of Cady Heron, the main character in "Mean Girls", as she negotiates the complexities of a new school, social status, and the creation of her own identity. We investigated the ways in which traditional developmental theories relate to Cady's experiences and the ways in which they fall to adequately represent the realities of modern adolescence.

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Erik Erikson is a German psychologist renowned for his ideas on human psychological development (Erickson's theory). Significant advances to psychoanalysis were made by Erikson, especially in the area of psychosocial development theory. He elaborated on Freud's phases of psychosexual development, putting out a progression of phases from early childhood to old age, during which people experience distinct psychosocial crises. These setbacks are essential for molding a person's identity and personality. Respected by many, Erikson's psychosocial theory still has an impact on psychology, education, and child development. His work is useful in a variety of sectors because he places a strong emphasis on the social and cultural components of growth. The study of human behavior continues to be fundamentally influenced by Erikson's theories regarding identity and the effects of social and environmental influences on human development.

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The goal of this step is to build caregiver trust. "Mean Girls" doesn't specifically explore Cady's early years because its main focus is on her high school years. As briefly indicated, though, her early experiences may have an impact on her capacity to build trustworthy relationships in the future. As Cady's primary caretakers in her early years, her parents probably gave her a safe, supportive atmosphere that promoted trust. Her ability to build trustworthy relationships later in life may be influenced by this early foundation of trust in her caretakers and her environment. Cady's early trust may have played a role in her tendency to interact and trust with her peers, even in the face of obstacles and betrayal during the film's high school years. Her early experiences in Africa might have given her the impression that people are generally reliable, which has an impact on her relationships and interactions as she works through the challenges of adolescence.

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Stage 2: Autonomy vs. Shame and Doubt (Early Childhood)

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Stage 2: Autonomy vs. Shame and Doubt (Early Childhood)

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Children gain control over their activities and a sense of independence at this stage. The fact that Cady was raised in Africa might have given her a sense of independence when navigating her environment. She may have developed a sense independence as a result of her adventures overseas, as seen by her actions in the film. For example, Cady talks about being homeschooled during her childhood in Africa, which probably presented her with a new set of obstacles and chances for independence. When she relocates to the United States as a teenager, her ability to adjust to a new culture, way of life, and school setting shows her independence and perseverance as she tackles the difficulties of adjusting to a whole new environment.

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Cady's Enrollment at North Shore High School

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Cady's Enrollment at North Shore High School

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Cady Heron going to North Shore High School serves as the primary focus of the movie. The whole plot revolves around her transfer from homeschooling in Africa to a regular American high school. She is exposed to the complex cliques and social hierarchies that characterize the institution. She doesn't have any preconceived ideas about how members of cliques and groups should act or should not act. Being "new" to the area, she is confronted with a variety of issues that she is unprepared to deal with.

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Children start to take the initiative and pursue their interests at this age. Even though the movie skips over Cady's early years, her eagerness to interact with the Plastics and question the high school's social class shows how adventurous she is and how self-motivated she is. One example of Cady's initiative in attempting to adapt to her new surroundings is her choice to approach and interact with the Plastics. Instead of waiting for things to happen to her, she makes the initiative to investigate her high school's social scene. Her eagerness to learn and take charge is demonstrated by her curiosity in the world of the Plastics and her interest in comprehending the social dynamics of the school. Cady's initiative shows in her attempts to alter the social order as she is more closely associated with the Plastics. She resists the Plastics' power, and in the end, plans to reveal Regina's hypocrisy, demonstrating her willingness to take initiative and overthrow the established order.

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Infancy: 0- 18 months

Central Question: “Will the people around me take care

of me?”

During this phase, infants develop a sense of trust or mistrust towards their caregivers based on the regularity of their affection and care. Building trust is essential to one's mental health in the future.

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Children gain confidence in their abilities and learn how to collaborate with others throughout primary school. Because of her unusual upbringing, Cady might have felt inferior to her peers when she first found it difficult to blend in at her new American high school. For instance, Cady behaves and dresses very differently from her American classmates when she first gets to the American high school. She has an African animal-inspired bookbag, and her demeanor betrays her origins in a distinct cultural setting. Her classmates pick up on these distinctions right away, making her stand out as someone unusual in their eyes. Cady makes early attempts to dress and act like her American friends, including adjusting to their social norms and fashion sense, in an effort to blend in with the high school setting. Her early attempts to fit in and gain acceptance show how her distinct upbringing affecter her feelings of inferiority as she made the switch from elementary to high school. This serves as an example of how Cady's early experiences shape her sense of competence and belonging in her attempts to fit in with a new social setting.

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Mean Girls (1/10) Movie CLIP - Meeting the Plastics (2004) HD

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Erikson's Stage 2: Autonomy vs. Shame/Doubt

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Erikson's Stage 2: Autonomy vs. Shame/Doubt

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Early Childhood: 2-3 years

Central Question: “Can I control myself?”

Toddlers start to express their individuality and investigate their surroundings during this time. They gain a sense of autonomy if they receive encouragement and support; otherwise, they could experience guilt and uncertainty.

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Cady receives an invitation to join the Plastics from their leader, Regina George. Cady uses this incident as an opportunity to get into the popular circle and discover their dynamics and secrets. What is and what isn't, as well as the dos and don'ts, are all set out by the Plastics. They had dictated the style and behavior for others to follow.  According to Regina George, they set the rules for high school, which we all have to abide by. Mean Girls makes clear that the girls were ruthless, but many people including the Plastics were still figuring out who they were and were in the midst of a transitional period in their lives when they were in high school.

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Erikson's Stage 3: Initiative vs. Guilt 

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Erikson's Stage 3: Initiative vs. Guilt 

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Preschool: 3-5 years

Central Question: “Can I do things on my own?”

Children begin to make more decisions and show more initiative. A sense of purpose arises from success in this stage, whereas shame and self-doubt might result from unresolved conflict.

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Erikson's Stage 4: Industry vs. Inferiority

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Erikson's Stage 4: Industry vs. Inferiority

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Elementary: 6-11 years

Central Question: “Can I keep up with my peers?”

During this phase, children gain new abilities and knowledge and grow in confidence and mastery. Feelings of inadequacy could arise from not doing so.

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This phase, which is essential to Cady's character growth, involves creating a solid sense of self. When Cady joins the Plastics, she experiences a crisis of identity. In an attempt to negotiate the intricacies of high school cliques, she plays around with various roles, values, and personas, which causes confusion and internal struggle. Cady's shift into a nice, down-to-earth new student into a Plastic herself serves as an example of her identity issue. Cady changes significantly from genuine self in terms of values, attitudes, and behaviors as a result of Regina George's influence. She starts adopting the superficial and exclusive ideals of the Plastics, dressing in stylish clothing, and gossiping. Her exploration with several personas and positions in an attempt to blend in with the clique is reflected in this change. Cady's internal conflict intensifies as she delves more into the world of the Plastics. She finds it difficult to reconcile the false identity she has taken on with her own principles and personality. As a result of her betrayal, she finds herself estranged from her true friends, Janis and Damian, which makes her feelings of betrayal and confusion clear. At this crucial point in the movie, Cady is dealing with the fallout from her identity issue. Her path through this developmental stage ultimately results in her realizing the void of her acquired identity and her desire to make amends for her past mistakes. As Cady navigates the complexity of high school social cliques and tries to find her genuine self, her experience in "Mean Girls" reflects the difficulties and internal conflicts inherent in Erikson's "Identity vs. Role Confusion" stage.

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Mean Girls: Get in Loser, we're going shopping (HD CLIP)

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Erikson's Stage 5: Identity vs. Role Confusion  

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Erikson's Stage 5: Identity vs. Role Confusion  

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Adolescence: 12- 18 years

Central Question: “Can I determine who I am?”

Adolescents investigate who they are and form a sense of self. While unsuccessful navigation can lead to identity uncertainty, successful navigation produces a strong, stable identity.

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The protagonists are significantly impacted by the findings of the Burn Book, a scrapbook full of harsh and vicious remarks. The Plastics wrote the book to spread stories, rumors, and gossip about all the ladies and a few boys that attend North Shore High School. When the book is disclosed, there is chaos, conflict, and friendship breakups. In the end Cady takes the blame for whole Burn Book incident.

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Erikson's Stage 6: Intimacy vs. Isolation 

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Erikson's Stage 6: Intimacy vs. Isolation 

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Young Adulthood: 19-40 years

Central Question: “Can I form a lasting connection with another person?”

Young adults commit to long-term engagements and seek out close relationships. Feelings of loneliness and isolation could arise from failing to accomplish this.

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Erikson's Stage 7: Generativity vs. Stagnation   

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Erikson's Stage 7: Generativity vs. Stagnation   

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Middle Adulthood: 40-65 years

Central Question: “Can I contribute something valuable?”

During this period of life, adults prioritize making a positive impact on society through various forms of production such as work or parenting. A feeling of stagnation may result from not discovering meaning and purpose in life.

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Erikson's Stage 8: Integrity vs. Despair

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Erikson's Stage 8: Integrity vs. Despair

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Older Adulthood: 65+ years

Central Question: “Was my life well lived?”

In this final stage, individuals reflect on their lives and come to terms with the choices they've made. A sense of integrity and satisfaction results from successful resolution, while unresolved issues may lead to feelings of despair.

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Cady goes to significant measures to express her regret for neglecting her loyal friends after realizing her mistake. She dedicates her speech as prom queen to all the things she discovered along the way. High school is, as Cady soon discovers, "like a shark tank." Individuals may be ruthless, manipulative, and self-serving. However, at the leadership level, they are not traits that should be mimicked. She discovers that a leader must inspire the team in addition to assigning duties and making judgment calls. You may differentiate yourself from the crowd and excel as a leader by being honest, bringing about constructive change, accepting responsibility, and having a strong work ethic.

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Erikson's theory does a good job of understanding some of Cady's growth. It accurately captures her struggle with developing an identity throughout adolescence, particularly after she joins the Plastics and experiences am identity crisis. Her initial sense of role confusion, her attempts at adopting several personalities, and her eventual fix as she comes to terms with being true to herself are all explained by the theory. Erikson's hypothesis, meanwhile, is unable to adequately account for all of Cady's experiences. It falls short of fully capturing every aspect of her varied and modern experiences, particularly given that she is a figure who was raised in Africa. The theory concentrates on general developnental phases and does not fully take into account the particular difficulties and cultural transitions that a young person such as Cady must make during her formative years. Erikson's theory provides a foundation for a psycho-developmental assesment of Cady, but it needs to be supplemented by a more modern and culturally aware viewpoint. In addition to her developmental difficulties, Cady's ethnic background and unique living circumstances also influence her identity. Erikson's theory might not adequately convey the nuances of these varied and modern aspects of her identity.

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In "Mean Girls," the relationships, conflicts, and exchanges between the characters reveal details about their growth and challenges. The film examines how young adults and adolescents deal with social and emotional issues within the limits of Erikson's psychosocial theory. It emphasizes how crucial adolescence and the early adult years are for identity development, forming connections, and experiencing personal growth.

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Foundational beliefs/assumptions that underlies the Erickson's Theory

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Foundational beliefs/assumptions that underlies the Erickson's Theory

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1. The epigenetic principle, which was first proposed by Erikson, postulates that development occurs in a predefined series of stages, each of which builds on the conclusions of the one before it. He held that in order to advance to the following stage and develop a strong, cohesive sense of self, people must effectively overcome the obstacles that arise in each one.

2. The fundamental tenet of Erikson's theory is that people encounter a particular psychosocial conflict or crisis at every developmental stage. These disputes are not always bad; rather, they present chances for improvement. The establishment of a sound and flexible identity is facilitated by the successful settlement of these disputes.

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1. The stages of Erikson's theory and the psychological conflicts he postulated, according to critics, are not well supported by actual data. A large portion of the theory is not grounded on serious scientific study, but rather in Erikson's clinical practice and observations.

2. The approach emphasizes psychological and social components of development, downplaying the importance of biological factors. Although the psychosocial dimensions hold significant value, a full theory ought to take into account the complex interactions among biology, psychology, and environment.