An Autobiography: The Early Life Of Name Eemoved

Colorado Technical University
PSYC120-1201B-11 – Phase 5 IP
An Autobiography
March 26, 2012
Bettye Griffin

Abstract
This paper discusses the early life of Name Eemoved. She is a 47 year old woman who is struggling with depression in her life. She is hoping that by writing this paper, she may find some understanding of her life from infancy, childhood, adolescence and finally her adulthood. It will look at Erik Erikson’s work and how it applies to her life into adulthood. It also will look at the motivation in her life by examining Maslow’s theory of need fulfillment and what her life is like as an adult and how the things that happened to her as a child and the way she was raised. What type of parents
When we look at Helen without having her take the Sixteen Personality Factor Questionnaire we can only use our knowledge of Helen and her personality. If we were to simply pick three of the 16 personality traits and look at how they fit into her life we can start with perfectionism. She did not realize until she started school that she is a perfectionist. She never thought of herself as a perfectionist but when she began college she was in a class that made her realize that she is indeed a perfectionist. It seems to be a bit of a hindrance at times because she feels everything she does in school must be perfect and that she must finish this degree. In her mind, if she were not to finish this degree, she would be a complete failure. She has felt like a failure most of her life and she does not want to feel that way again. Helen does not feel this is an inherited trait but she is not sure about it. Her feelings about her parents and the way they were are muddled with her emotions about her parents who are deceased. She does not want to think of any negative things about her parents but she realizes she must in order to figure out how to manage her life and her
The student was quite ill for most of the session and her instructor took the time to read her emails and respond quickly. When the student was in so much pain she was unable to get her individual project in on time the instructor was kind enough not to take any points off of the project. The student assumes this is because she was honest with the instructor and asked for permission to turn in the project late. The student had many issues with the discussion board during this session. She has never had so many problems posting to the discussion board and the instructor was kind enough to let it slide, so to speak. The student went back into the board area for this final individual project and realized that she missed two times that others replied to her discussion board. It has been her experience since she began her work here at Colorado Technical University that she rarely gets feedback in discussion boards even though she works diligently to make sure that she replies to the required amount of peers. She is not sure what the problem might be, she always feels she makes a valid discussion and tries to critique her peers responses as fairly as possible. She does feel sometimes that she might intimidate some of her classmates, therefore, they rarely respond to her posts. She knows, again, through experience, not only in this class but her previous classes