Week 9: Boredom

Since I left my ukulele at my apartment during spring break, the only time I played it was before I left, when I ran through the songs that I have already learned.  It may have been beneficial to bring my ukulele home with me and show my parents what I had been learning, because they most likely would have become a source of social support and encouraged me to keep playing.

In the Martin, Gayno, & Stew (2006) article they found one elderly woman who claimed to never experience boredom.  The song "Flowers on the Wall" reminded me of this elderly woman.  This woman had been very active in her earlier years, but now was content to spend her days in a small room and had many interests which kept her occupied.  She utilized several protective factors which allowed her to never experience boredom. Protective factors are the personal qualities or supports that protect an individual from risk (King, Brown, & Smith, 2003).  Some of the protective factors that this woman used to reduce boredome include: a positive outlook on life, involvement in many interests, an ability to adapt to situations, and a well-developed sense of humor.

The individual in the song lists off multiple things that occupies his/her time and in which he/she is able to find enjoyment out of.  At one point in the song the individual states "I'm really doing fine.  You can always find me here, having quite a time" for me this demonstrates the positive outlook on life, as well as the ability to find enjoyment out of tasks that others may find mundane or boring.

Week 8: Resources and Participation

This week was a lot better on the ukulele!  The first time I sat down to play this week it was very enjoyable to play through the songs that I have learned!  I also, learned another song this week thanks to youtube!  I enjoyed learning from a youtube tutorial because then I could play along and compare to see if what I was playing was anywhere in the realms of what the person in the video was playing. 

Cantor and Sanderson (1999) listed many resources that individuals may utilize that impact their ability to participate in valued activities.  There are resources that I use that have helped and or hindered my ability to participate in my occupation.  One of the resources that has influenced my occupation the greatest is social support.  Cantor and Sanderson (1999) list that social support can be emotional, appraisal, instrumental, or informational each of which can play a part in the success of an occupation.  Since my roommates are the ones that listen to me play the ukulele they have provided social support through encouraging, teaching, and supporting.  Additionally, the youtube tutorial I used this week the instructor could be considered a resource for social support.  One resource that I am not fully utilizing that may be hindering my participation in my new occupation is that I don't have specific plans for how I am going to carry out my occupation each week.  I pick up the ukulele when I feel like playing or when I have to so that I can write my blog.  Cantor and Sanderson (1999) mentioned that "individuals with specific plans for where, when, and how to pursue a goal are more likely to achieve their goals" (p. 236).  Since I do not have specific plans for the implementation of my occupation it can become a problem when goal-impeding obstacles arise.  

Cantor and Sanderson (1999) listed social support as a resource that facilitates participation in occupations and has the ability to help one overcome barriers.  This supports what was said in the Resilience book where the authors defined social support as "a category of protective factors that deal with social relationships and ties to others" (King et. al., 2003).  Social support acts as a convoy and has the ability to protect one from possible adverse outcomes.  Even the support of just one individual can serve as a protective factor. 

Week 7: Occupation and Identity

- The ukulele playing is still going.  I tend to sit down for a few minutes each day and play.  I continue to practice the songs that I have learned previously and I tried a new song this week as well.  

- Many of the factors that led me to choose to learn the ukulele were described in my first blog post and contain a combination of previous experiences, personal desire, social values, and societal pressures.  At the beginning of the semester practicing the ukulele was driven by the excitement of a new occupation and wanting to fit in with the social values placed upon individuals who can play the ukulele.  In essence, my desire at the beginning of the semester was driven by my "possible self" as well as my "me" which is who we are in our own and others' eyes.   As the weeks continue to go on, my personal excitement for the ukulele has sometimes lacked and the driving force for continung to practice is societal pressures that are the requirements for the new occupation assignment. 

 - The "me" is what I initially perceived as I looked into the "mirror" because it is the idea of being a ukulele player that drove me in the occupation. More recently the "I" has been masking the positive aspects of the "me" as I am going through the motions of participating in the occupation and merely "doing" the occupation rather than allowing the occupation to become part of my identity.  I think this can be tied to flow.  I haven't experienced a period of flow while playing the ukulele recently and maybe I have shifted even further from the relaxation phase to the boredom phase and so I am losing sight of the possible self.