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swearwolf-writes · 4 years

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The Paradox - Previously...

991 AD

"Jemima get back here!" The young mother yelled at her second youngest to get back in line. "Come on love, be a lady-" "But I'm only 10; why do I have to-" Short hair obscured her vision, green eyes glaring moodily at the ground in front of her boots. "Because she said so. Listen to your mum Jemmie." Her father ruffled her chestnut hair, smiling kindly. "We've got to show these people that we can live with them and cause no problems, eh?" He leaned down with a twinkle in his eyes, "after they let us in we can be annoying, hmm?" He winked, making his children giggle and his wife lightly cuff him on the arm. "Erik-" The young lady glared playfully at her husband, shaking her head a little. "Mary." He smiles cheekily in return.

"Are we there yet?" A soft voice spoke up from behind the married couple. "Not yet Alley Cat," Edmund Erikson, the eldest of the four children, replied, "but we should be there soon", he added with a soft smile at the youngest of his siblings. Alice Erikson shuffled alongside her parents, the seven year old being the apple of everyone's eye, as she hummed a tune in boredom.

The group arrived abruptly, the site of the town not fifty paces from them seeming daunting. "Here already? We should be another ten minutes or so to my reckoning." Edmund rolled his eyes at his sister. If he continues at the rate he rolls his eyes, they'll fall out of his head. "Don't try to act so smart Jemima Alexandra. Mother and Father took a short cut and we all just followed along." "He's right. This is definitely the place." He looked at her, gratified that one of his sisters wasn't arguing with him. "Thank you Fran," he said, pointedly staring at the youngest twin. "Oh! So she's Fran and I'm Jemima Alexandra?" she huffs, hands on her hips, "and you Francesca Elizabeth Erikson, what happened to twin solidarity?" She pouted. The eldest of the arguing three simply sighed and looked up to the skies and heavens as if asking God 'What did I do to deserve this?'. "Fine Jemima." "I think you mean Jem." "Fine Jem." He rolled his eyes once more, making the younger giggle and run next to her sister, linking their arms. "Honestly that was betrayal." "Was not." "Was too." "Was n-"

"They're funny.", a small voice whispered, a smile slipping on the little girl's face.

Unbeknownst to the new family who were absorbed in each other's conversations, they were being watched from within the town borders, now not twenty paces from them.

A man stood there: tall with cruel eyes and a harsh smile. He scoffed, "yes. Very amusing: children squabbling." "Mikael,", a woman's voice sounded, "they're just children and new to this environment. They were simply arguing as children do. It does not do to scold them in such a manner when we know not their names nor their reason for being here."

The Eriksons looked in the direction of the voices and saw them all standing there, listening to the woman's words.

She was a pretty lady, dressed in the traditional pale green of heretics of England. A witch. Like them.

The couple were surrounded by five children, four boys and a girl.

The eldest was maybe a year older than the eldest Erikson child with the pale eyes of his father and dark hair like the bark of an old tree.

Next to him was a boy roughly the same age as Edmund, a friendly smile on his face as brown eyes welcomed the family from behind a curtain of dark untamed hair. His hand rested on a blond boy's shoulder, a shy smile on his lips as he fiddled with a small lump of what appeared to be wood. His pale eyes glanced over the new people's faces before moving back down to study that which was in hands.

The youngest boy smiled brightly, a mischievous grin spread across his face as dark eyes twinkled at them, a short nod in greeting sent in their direction, brown hair bobbing in the mild breeze of early autumn. He appeared to be around the twins' age.

The youngest, the girl who spoke up earlier, brushed her pale hair from her eyes, a sweet smile dressing her face, her age almost aligning with Alice's.

"Apologies." He spoke up, this time directing himself towards the new family. "How about we start again, hmm?", Mikael spoke. "I am Mikael. This is my wife Esther." He gestured to the witch by his side. "And these are my children: Finn," the eldest, "Elijah," the boy the same age as Ed, "Niklaus," the fair haired boy, "Kol," the child the same age as Jem and Fran, "and Rebekah.", the girl of roughly Alice's age.

The children smiled curiously at each other while further greetings were exchanged between the adults.

Upon realising who the family were, Esther smiled sympathetically. "The travel over from the Angles must not have been easy." Esther said, hugging Mary loosely, "welcome to Mystic Falls."

The children looked at one another and waved hello, Elijah amiably striking up a conversation with Finn and Edmund as Rebekah introduced the girls to herself, Kol and Niklaus. They had a feeling they were going to be fast friends.

1001 AD

They were right. From that day on they were thick as thieves, together through thick and thin for a decade. When anyone received any beatings (more often than not Niklaus) they would comfort each other. When the youngest Mikaelson, Henrik, was born, they all helped to looked after him. When they left their childhoods behind, they all celebrated together. It was how they were and how they wished always to be.

----------

On this particular night, the Erikson twins were sound asleep in their homes, when a scream tore away the silence. They woke with a start, worried beyond compare as they left the hut and set off towards were the noise had come from.

There was already a small crowd gathered, their whispers muffling the loud sobbing coming the centre. They pushed their way through the people and stopped abruptly, the sight knocking the breath from their lungs. Niklaus. He cradled a small body that hung in his arms, still and unmoving. Henrik. A sob escaped them as they held on to each other, stumbling back and bumping into Edmund who was on patrol. The two were covered in crimson, the flames of the torches illumating the true colour of the liquid as the rest laid black on the ground in the moonlight. The Mikaelsons ran past the siblings, mere seconds after their own arrival. Their lips moved and formed words, cries for their fallen one, but Jemima could hear nothing. Silent tears streamed down her face as she held her sobbing sister, for Henrik, the sweetest little boy in all of Mystic Falls, was gone.

----------

Over the next year, Esther had become withdrawn from the loss her child, frequently working till the early hours on a mysterious project the other witches knew only mere elements of, the whole picture becoming no clearer as the days went by. Except one day, everything was perfectly clear. Who were witches to say no such an proposition? If Esther was right, and her equations made perfect sense, they could grant eternal youth along with endowments of strength and speed to whomever they wished. Esther laid down her terms: the spell would be tested on the Erikson children first to ensure it was safe (without the concent of their mother who was to be kept naive about the situation) and then it would be bestowed upon her children and husband. If things went wrong with the Eriksons then her children would remain unscathed and it could all be written off as a tragic accident - if all went well, her family would have an eternity to spend together with those they love.

Things however don't always go exactly to plan.

The spell worked and it was a success - to a degree.

All that was expected occurred and more. All magic comes with a cost and apparently theirs was to be the loss of true humanity. They could no longer walk in the sun or bask in its warmth; some herbs burnt them; a weapon made of the wood from a white oak tree could kill them - immortality it seemed did not also include invulnerability. Worst of all was that in order to survive they would have to feed of the blood of the living. The hunger they felt was indescribable. As if that was not enough, they also looked different should their inhuman tendencies get the better of them. If their blood lust overcame then for even a moment, their eyes because dark, red veins surrounding the eye, with sharp, fang-like canines protruding from their gums. Even that which they were born with they lost - Finn, Kol, Francesca, Jemima and Alice all appeared to lose their ability to do magic.

The town feared them.

They were known as abominations.

Esther turned them into monsters. She turned them into vampires.

----------

Jemima was sat on her bed, avoiding both the sun, upon Rebekah's advise, and the other villagers when a loud knock on the door interrupted her train of thought. Kol's voice rang though the door, "Jemma, I have a gift for you which you will only get once you open this door." She said nothing, only rolled her eyes at his words, thinking back to the last time he had a 'gift'. He bribed her with a sugar sweet only to sling her over his shoulder and throw her in the lake. "Look," he sighed. "You and I both know I can come in whenever I want but, being the benevolent person I am, I will not. Please just open the door." She had kept quiet for long enough. "Why should I? Because you have a gift? The last gift I was given took my humanity from me - from us. We can no longer do magic or have children or walk in the sun or-" He walked in, cutting her off by hugging her tight."Some things are easier to fix than others." They broke from their embrace. "Now," he said, wiping away her tears, "I wasn't lying when I said I had a gift." He produced a ring, set with a sparkling blue stone engraved with the Erikson family crest. "Our rivalry to the sun was fixed by a simple daylight ring - a ring fit with an enchanted stone, the enchantment an adaptation of werewolves' moonlight ring spells." He explained, gently lifting her right hand and slipping the ring onto her finger. "There we go. Fits like a glove." He smiled and pat her hand. "As for the magic - I can't change much on that but maybe you can; you always were different." "You mean wrong." "I mean different." "All I could do was steal magic - I never had any of my own, not truly." A fact she was bitterly reminded of every time she attended her magic classes. "Well therefore you can't lost what you never had and your siphoning is a skill so try it on me. We were reborn by magic so it should work-" Kol babbled on about the details as he did when I came to magic, not noticing her other hand resting upon his. She closed her eyes and took a short breath, the two of them gasping in shock as she slowly siphoned off some of his magic. She lifted her hand into the air and breathed out a quiet spell. All of a sudden a small spark linked at her palm, growing in size and brightness till a ball of fire hovered in the air, its flames dancing in the air before slowly blinking out.

They sat in silence for a moment, in shock of everything. "My brilliant paradox." He smiled but his expression quickly became grave and fearful. "Look we don't have much time now. Father found out Mother had an affair with a werewolf and forced Mother to curse Nik with a suppression of his werewolf side before he killed her. We believe Mikael wishes to kill us too so we are running away from here; to where? - even we don't know. Nik has gone to give Fran her ring and Rebekah to Ed and Elijah to Alice. After saying our goodbyes we are to find Finn and leave for good." "You're all leaving us?" Kol looked at her as if she was insane. "My mother is dead, my father murdered her and is now trying to kill us and that was all that you got? That we're leaving? Woman you need to get your priorities sorted out." he stated, shaking his head at her. Tears sprung to her eyes as she wrung her wrists. "You're my best friend you numbskull, even closer to me than Rebekah believe it or not and I will always be upset when you leave us.", she explained, pulling the boy into a hug, "will you ever return?" "Maybe one day we will however I must leave soon my dear paradox but remember that we'll find you all again someday."

They sat in silence in each other's embrace, tense as they listened for the other Mikaelsons, stealing as much time as they could before the friends would be torn apart.

"Are they really doing a bloody sibling pact without two of their siblings-?" Kol muttered humorously, his eyes however tired and hurt. "Is that Eli?" Jem mumbled back, trying to discern whose voice it was. "With Niklaus and Rebekah," he confirmed sitting up properly. "I can hear them calling for me: I've got to go now. Goodbye Jemmie." he said, kissing her forehead before leaving her home and Mystic Fall with the rest of her family for around a millennium.

#insert fic #oc insert #oc - Jemima Erikson #my works #fics - the paradox #the vampire diaries #the originals #the vampire diaries fanfic #the originals fanfic #tvd fanfic #Elijah Mikaelson #Finn Mikaelson #Klaus Mikaelson #Kol Mikaelson #Rebekah Mikaelson

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psy11718 · 7 years

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SENTRAL TEORI I FAGET

Hei igjen dere!

Jeg legger ved en oversikt til dere over sentral teori i faget. Det er ikke meningen at dere skal kunne alt dette, men alt som står her er relevant til eksamen. I tillegg har de ivrigste da noe å strekke seg etter:

Sentral teori og teoretikere knyttet til kompetansemålene i psykologi 1:

Husk at det er kompetansemålene som er styrende for hva dere skal kunne, ikke læreboken. Læreboken er ment som én måte å nå de ulike målene på, men det finnes flere veier til mål.

Denne oversikten ble laget i fjor, til læreboka vi hadde da, så kapitlene kan være litt annerledes delt inn, og det er mye mer teori enn dere MÅ kunne med her. Alt dette er likevel relevant for de av dere som sikter mot en god karakter i faget. MEN; Dette er ingen “alt du trenger “ eller fasit – kun en oversikt som er ment å sette dere på sporet av viktig teori og sentrale begreper for å forstå faget. Og det er jo nettopp det jeg ønsker at dere skal. Forstå! Les for å forstå, da blir faget også mye morsommere, og det blir lettere å gjengi og forklare. Innhold fremfor ”name-dropping”!

Noen tips:

Lær dere de sentrale fagbegrepene (jobber vi f. eks med persepsjon, bør dere vite at persepsjon betyr sanseoppfatning) og velg ut en eller to teorier som dere lærer dere godt, fremfor å forsøke å huske alle. Mitt tips er at dere velger ut det dere forstår best og kan forklare – gjerne ved bruk av eksempler (blir dere f.eks. spurt om Piagets kognitive utviklingsteori på eksamen, så bruk noen av forsøkene han gjennomførte med barn i de ulike fasene for å eksemplifisere etter at dere har beskrevet de ulike fasene og hva som kjennetegner dem). Jeg skal selvfølgelig fortsette å gjennomgå teori i timene, men faget gir ikke rom for å gjennomgå alt, så jeg velger ut det jeg mener er mest grunnleggende for faget.

Dette faget “går i hverandre” - du skal ikke kun tenke kapitler og deler (selv om det er mer naturlig i starten). Husk også at uten teori og teoretisk forankring blir muntlig eksamen “kaféprat”, og det er sjelden en god strategi. Tenk, snakk og bruk fagbegreper og teori! Begrunn svarene dine i teori som støtter opp under det du sier.

Husk at du alltid skal bruke fagbegreper og definere ord du bruker. Bruk gjerne Store Norske Leksikon til teori og begreper under som ikke forklares i læreboka; www.snl.no. Finner du det ikke der, kan du google, men vær kritisk til kildene.

I tillegg til læreboka, anbefaler jeg dere å bruke nettstedet til Cappelen Damm. Her finner dere også kapitlene som lydbok: http://psykologi.cappelendamm.no/c624707/sammendrag/vis.html?tid=655204

Denne digitale læreboken anbefales også. Den er lettlest og har gode eksempler: https://wiki.rogfk.no/groups/psykologi1/ Husk å klikke dere inn på de ulike linkene til hvert hovedkapittel.

Sist men ikke minst; bruk læreplanen i faget. Les om formål med faget og få oversikt over kompetansemålene (som sier hva du skal kunne). Når eksamen nærmer seg er det disse dere blir testet i: http://www.udir.no/kl06/psy1-01/Hele/Kompetansemaal/psykologi-1/?read=1

DEL 1 - PSYKOLOGIENS HISTORIE OG UTVIKLING

Psykologiens utvikling

· Faglig definisjon av psykologi, kunne de vitenskapelige tradisjonene og hovedtrekk og sentrale navn ved alle de ulike perspektivene

· Den naturvitenskaplige tradisjonen; evolusjonspsykologi, behaviorisme, kognitiv psykologi

· Den humanistiske tradisjonen; psykoanalysen (psykodynamiske perspektiv), eksistensiell og humanistisk psykologi

· Samfunnsvitenskapelig tradisjon; sosialpsykologi

· Parapsykologi

· Utviklingen av faget fra antikken til i dag – grunntrekk og fokus på fra 1800 tallet.

Forskning og metode

· Grunnforskning - hva er og eksempler

· Anvendt forskning – hva er og eksempler

· Psykologiens vitenskapelige forankring; naturvitenskaplig, humanistisk og samfunnsvitenskapelige tradisjonen

· Ulike psykologiske metoder knyttet til de ulike tradisjonene; eksperimenter, korrelasjonsstudier, observasjon, tester, tverrsnitt/lengdesnitt, intervju, casestudeir, spørreskjema.

DEL 2 - UTVIKLINGSPSYKOLOGI

Livsfasene (sentrale tema og noen teoretikere)

· Småbarnet; selvstendighet, selvbevissthet, selvkontroll, oppdragelse, prososial adferd, aggresjon og sinne

· Ungdom; kulturell alder, kulturell frisetting, krav, tvangen ti å velge riktig, identitet, kjønn og pubertet, frigjøring fra foreldre

· Voksenlivet; forfall og vekst

· Psykiske lidelser, stress

· Livskriser (Erikson)

· Sosiale arenaer, sosialisering, roller, identitet

· Oppdragelse og foreldrestiler; Baumrind

· Andre sentrale; Freud, Erikson, Maslow, Bronfenbrenner

Kognitiv utviklingspsykologi

· Piaget – kognitiv utviklingsteori, adapsjonsprosessen, kritikk)

· Lurias

· Hughes

· Bloom

· Vygotskij

Personlighet

· Definere personlighet

· Typeteorier; Hippokrates, Jung

· Trekkteorier; Henrik Høeg-Olesen

· Menneskets dobbelthet; Mahler

· Optimalt stimuleringsnivå; Hebb

· Drifter; Freud (se neste kapittel)

· The big 5 (Costa)

· Hva former og endrer personlighet

Freud og den psykoanalytiske utviklingsteorien

· Psykoanalysen

· Freuds biologiske forankring

· Det ubevisste, det bevisste og det før-bevisste

· Drifter – driftsteorien (selvoppholdelses og seksualdriften)

· Den psyko-seksuelle utviklingen - den orale fasen den anale fase, den falliske, latens og pubertet (hva er, når, hva utvikles, hva fører til)

· Personlighetsmodellen – id, ego og superego (hva er og forholdet mellom disse, når utvikles)

· Forsvarsmekanismer – hva er, eksempler, sunne/usunne, fører til

· Psykens to tenkemåter; primærprosesser, sekundærprosesser

· Menneskesyn

Nyere psykoanalytiske utviklingsteorier

· Erik H. Erikson – psykososial utviklingsteori, livskriser

· M. Mahler; kampen mellom to grunnleggende krefter (selvstendighet/uavhengighet vs symbiose)

· D.Stern; teori om utvikling av selvet

· K. Lorenz; tilknytning

· J. Bowlby; tilknytning (kan sees som motvekt til Bronfenbrenner)

· M. Ainsworth; tilknytning og tilknytningstyper

DEL 3 – MENNESKE OG LÆRING – de ulike kapitlene må sees i sammenheng

Læringsteorier

· Definere læringsbegrepet

· Habituering

· Behaviorisme

· Kognitive læringsteorier

· Sosial/kognitiv læringsteorier

· Økologisk helhetsmodell

· Pavlov; klassisk betinging

· Watson; Albert og rotta (klassisk betinging)

· Skinner; operant betinging, forsterkning, vedlikehold av adferd

· Thordike; prøving og feiling (suksesslæring)

· Bandura; sosial læringsteori

· Køhler; S-O-R læring, innsiktslæring

Kognitiv psykologi (sentrale tema og noen teoretikere)

· Sansing og persepsjon, hukommelse, glemsel, intelligens, tenkning og språk

· Gestaltpsykologi, gestalter

· Selektiv persepsjon

· Kognitive skjema

· Attribusjon, den fundamentale attribusjonsfeil

· Tilskuereffekten

· Ebbinghaus

· Frederic Bartlett

· Wertheimer (gestaltpsykologien)

· Top down og bottom up

· Rosenthaleffekten

· Hva hemmer og fremmer læring?

Hukommelse (sentrale tema og noen teoretikere)

· Definisjon

· R. Atkinson og R. Shiffrins; Sensorisk hukommelse, korttidshukommelse, langtidshukommelse

· Baddeley og Hitch; arbeidshukommelse

· Eksplisitt og implisitt hukommelse

· Hvorfor glemmer vi?

Intelligens (sentrale tema og noen teoretikere)

· A. Binet og T. Simon - intelligenstester - en type intelligens

· H. Gardner – mange ulike typer intelligenser

· Arv/miljø? Hva avgjør intelligens?

· Tvillingstudier

· Miljøsamspill

· R. Herrnstin og C. Murray; intelligens og “rase”

· W. T. Dickens og R. Flynn; Flynn-effekten

· D. Goleman; emosjonell intelligens

Kunnskap, motivasjon og læring (sentrale tema og noen teoretikere)

· Taus og språklig kunnskap

· Kreativitet

· Undervisningsformer og læringsstrategier

· Ulike typer kunnskap

· Ulike motivasjonsteorier

· Maslow; behovspyramiden

· De ulike læringsteoriene er også aktuelle å trekke inn i dette kapitelet/emnet.

· Indre og ytre motivasjon

· Mestring, forventninger, utviklingssoner

DEL 4 – PSYKOLOGIENS BIOLOGISKE GRUNNLAG

Nevropsykologi (sentrale tema og noen teoretikere)

· Sansene

· Nervesystemets oppbygging, sentralnervesystemet, det perifere nervesystemet – videre inndeling

· Nerveceller, synapser, nevrotransmittere

· D. Hebb; om nevroner som jobber sammen

· Hjernen; storehjernen, lillehjernen – videre inndeling

· Hormoner

· J. LeDoux; den følelsesmessige hjernen – fryktens to veier

· J. Olds og P. Milner; hjernens straffe og belønningssystem

· P. P Broca: “Tan tan” – Brocas område

· Phineas Gage (J. Harlow)

Evolusjon

· Evolusjonspsykologiens syn på hvorfor vi er som vi er/hva er evolusjonspsykologi?

· Overleve, danne par, være foreldre, hjelpe genetiske slektninger, videreføre, forsvare

· MacLean; menneskets tredelte hjerne

Arvens muligheter og begrensinger (sentrale tema og noen teoretikere)

· Forholdet arv/miljø

· De fire hovedsynene

· Bronfenbrenner

· Tvillingstudier, adopsjonsstudier

· Epigenetikk

· Kjønnsforskjeller – ulike forklaringer på kjønnsforskjeller

DEL 5 – MENNESKE OG HELSE

Helse og livskvalitet (sentrale tema og noen teoretikere)

· Definere begrepet

· Psykisk og fysisk helse

· Livskvalitet

· Stress; positivt og negativt stress, akutt og kronisk

· Tegn/symptomer på kronisk stress

· Tegn/symptomer på akutt stress

· Forholdet stress og fysisk helse

· Zachariae

· R. S. Lazarus

· Holmes og Rahe (livsendringer skaper stress)

· Stress som biologisk, psykologisk og sosialt fenomen

· W. Cannon; Akutt stress, kamp/flukt

· Årsak til stress, stresskilder, stressreaksjoner, stressmestring, forbygging

· Indre og ytre faktorer

· Karasek og Theorell; Krav/kontrollmodellen

· Høeg-Olesen: OSN

· A. Antonovsky; Opplevelse av sammenheng; OAS

· Prestasjonsangst, oppstår, forsterkes og mestres. Ulike psykologiske perspektiver

Psykisk helse (sentrale tema og noen teoretikere)

· Hva er?

· Forhold psykisk og fysisk helse, ungdomskultur og psykisk helse

· Psykiske problemer/psykiske lidelser

· Symptomer

· Normalitet, avvik og psykisk helse – kriterier for avvik

· Ulike forhold som påvirker den psykiske helsen

· Ulweus, Greiff; mobbing

· J. Sundgot-Borgen og R. Børresen; spiseproblematikk

· Identitet (se tidligere kapitler)

· Rus og psykisk helse, rusavhengighet

Kriser (sentrale tema og noen teoretikere)

· J. Cullberg; definerer kriser, psykiske kriser

· Utviklingskriser (Erikson – se tidligere kapitler)

· Krisemestring

· Akutte traumatiske kriser; kjennetegn, faser og kjennetegn på faser (sjokk reaksjon, bearbeidelse og nyorienteringsfasen) hvordan man best får hjelp i de ulike fasene

· PTSD

· Kronisk traumatiske kriser; kjennetegn, mestrings og overlevelsesstrategier

· Kollektive katastrofer

· Naturkatastrofer

· Å komme seg gjennom kriser; hvorfor reagerer ulikt, forsvarsmekanismer, sårbarhet og motstandsdyktighet – se tidligere kapitler

LYKKE TIL VIDERE MED FAGET!

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