Dual Perspective In The Prince And Me

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In the movie, the Prince and Me depict Paige as a pre-med student, whose family owns a small town farm. Paige meets Eddie, a prince from Denmark, attempting to hide his identity while attending college together. At first, she dislikes Eddie, but they eventually fall in love. Paige invites Eddie over for Thanksgiving dinner, where he meets her family.As the movie progress, the couple gets photographed kissing, and Paige learns that Eddie is Prince Edvard of Denmark. Eddie receives notice that his father is dying so he returns to his native Copenhagen, to take on the position as King. Paige realizes that she has fallen in love with him and caught a plane to Denmark to accompany him. Where Edvard warmly welcomes her, takes her to the castle, …show more content…
He had the DJ play her favorite song at the ball. According to the literature, the prince emerged from a self-centered way of thinking to one of a dual perspective. “During late adolescent, cognitive development individuals start to understand the long-term implications of their decisions and also begin to see them as not so clear-cut” (p.191). Paige is employing relativistic thinking, as she decides to leave school, forgo her dream of becoming a doctor, and follow Eddie to Denmark. According to (Piaget, 1965), she quickly assessed the situation organized her thoughts and came up with a solution, referred to as the operational stage of cognitive development (p. 192). Again Paige faces the dilemma to forgo her dreams and ascend the throne as Queen of Denmark. As she touches the globe sitting on the mantel, she begins to logically analyze the risk versus the reward (as cited in Wong et al., 2015, p.191-192), and opts out of the marriage proposal. Paige surmises that what she stands to gain does not outweigh what she stands to lose, which is her lifelong dream of becoming a doctor and traveling the world to help those who are less …show more content…
To aid the counselor in reaching a large sector of college students, the therapist may collaborate with students and staff to implement programs that raise awareness on college campuses. Another issue worth addressing pertains encouraging late adolescence engaging in higher education to reach out to faculty or staff to address adaptation issues, such as academics, stress, homesickness, and peer pressure because the newfound experience can be overwhelming. The literature suggests, students who interact with staff have a high rate of academic success (Zhang & Smith, 2011). (as cited in Wong et al., 2015, p, 201). As well, a counselor should always assess the client expectation from the counseling experience, the best means of understanding the client’s needs lies in the client-counselor dynamics. Therefore, the therapist is charged establishing a safe and trusting relationship by asking genuine questions about future endeavors, listening, and observing client behaviors. Talking with Page about peer relationships and adjustment issues is of the utmost importance because adolescents often look to one another to validate decisions, these interactions can either enhance or impede healthy development, lead to resentment, unfulfilled dreams, and maladaptive behaviors. (Cleary et al., 2011) points out that the adaptation to the new environment and the pressures of studying can place the individual at increased

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