Asked about his social life outside of school they

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Development Through Life: A Psychosocial Approach
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Chapter 2 / Exercise 5
Development Through Life: A Psychosocial Approach
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asked about his social life outside of school, they reiterated that he had a single friend that he has been close to for a while. Albert’s social interactions with his soccer team seemed to be normal but not particularly friendly. His teachers talked about his limited social interactions in various ways. His reading teacher said it varied, but there was sometimes very little social interaction. She also said she had not noticed any significant difference in terms of social interactions; Albert preferred to work alone, but he got along well with others. The technology teacher described him: He gets along with the other students. He's not real social, he's a little more withdrawn, though I did notice today, I was in the library this morning. He's selling these fundraiser gift cards or whatever, and I kind of saw him, a different side of him, as far as being
We have textbook solutions for you!
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Development Through Life: A Psychosocial Approach
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Chapter 2 / Exercise 5
Development Through Life: A Psychosocial Approach
Newman/Newman
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155 outgoing and trying to sell me one of these things, which was a little bit different, because, like I said, he's usually kind of reserved. The math teacher saw a slightly different side of Albert's social situation: “Yeah, he has friends, I don't see anyone that stands out as a particular buddy in that class, but socially I thought he interacted really well with the class.” The science teacher brought up the fact that many of the other students knew and accepted Albert's eccentricities. He pretty much gets along with everybody. I've never seen anybody say they can't stand him, or they don't like him. Sometimes he annoys people, because he likes to sing a little bit once in a while under his breath, or, he'll just, he's kind of immature. He'll kind of just say something off-the-wall and they will turn their attention towards him. They've really, they've been together for a long time, so they kind of know. You know when I first started this year I didn't really know Albert, and I hadn’t even seen him around and, he would do things and the kids would go, “Oh, that's just Albert. That's what he does.” And so, they’ve all been with him and they all know him. I don't see anybody hating Albert. Like I said, they just get annoyed with him sometimes. He's very friendly with everybody in the class. We’ll be doing group work, he participates with the group. Uhm, besides from that, he's just a normal kid. This idea was echoed by his language arts teacher: As a whole, the entire class gets along. They've been together for years, and he's not been separated from that and included in, in that segregated environment, so his, really, interactions only with those gifted kids and, they tend to just accept people for who they
156 are. So they don't necessarily not get along with each other, they all just accept people for who they are. She also noted, “The student is (pause) more along the lines of socially behind, I would say. He doesn't act the same as his peer group does. He's more childish, he's more immature compared to his even his peers in the gifted class.” The chorus teacher gave an example of how Albert didn't quite fit in with the other students:

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