Character History of Unit 3751
Character History
Having been raised by graduate students on a budget reflecting such, the unit 3751 had realized from an early age that material possessions (from clothing, to toys, to books) were rare and of value, rather than treating them as disposable. The high education of its parents also imprinted the unit at an early age to high educational standards of success. Before formal schooling began, it felt more than usually driven to learn and acquire knowledge.
In addition, the death of the unit's sibling combined with the obvious stress on the parental units installed a conflicting set of mental dilemma for the 3751. Responsibility for the surviving younger unit, indeed, enforced by strict parenting and an expectation to look after the youngest, even while 3751 was merely seven years of age. However, the loss of 3751's sibling and the subsequent withdraw and abandonment of remaining friends lead to dual fears of abandonment and not being able to please friends in social situations. The unit may have felt driven to excel in academics as her only means of proving self-worth.
This intelligence was rewarded with advancement; the parental units chose to skip 3751 ahead a grade in order to fully capitalize on its intelligence. Unfortunately as a result, the unit 3751 was rejected by all of the classmates within that grade, and subjected to humiliation, bullying, and outright isolation from any social interaction. When academia proved to be as unchallenging as before, unit 3751 began to withdraw from reality entirely, submerging itself in books and writing.
Situations did not improve. After the 4th grade, the current school system closed. 3751 was placed within a smaller, more academically-challenging school; however, students there refused to acknowledge or interact with the unit whatsoever. It was within this environment that 3751 became convinced it was unintelligent, uncreative, and unable to succeed when grown into an adult. Both members of authority (teachers) and peer groups enforced this belief.
The year thereafter the unit's family was moved to a rural area. Public schooling began, so while 3751 was subjected to a much smaller town and its culture, the school environment itself was larger than it ever experienced. Once again boredom set in, as the teachers again underestimated its intelligence and placed the unit in the lowest ranks for reading and mathematics. Again, students bullied, sexually harassed, and outright shunned the unit 3751. It was only in fellow outcasts did the unit begin to form friendships and acceptance. Here, 3751 began to formulate the most solid foundations of its future original fictional works.
Pressured by parental units to perform to the fullest of its mental ability, while feeling an increasing depression, anxiety, and social rejection, 3751 withdrew from reality and fleshed out many of her own which she experienced since childhood. Academia was only observed to meet parental approval. There was no hope possessed by 3751 for success as an adult; anything based in future terms was to please the parental units. Once collage was a possible thread, 3751 applied for the first parental units approved of and went into a major they would approve of.
Functioning as an adult person at a young 17 years of age, 3751 struggled with the anxiety and depression which had gone undiagnosed. Still, the unit was not burdened with health or monetary problems which had hindered other of 3751's friends. This lead to a feeling of guilt when the unit had difficulties, because it judged the problems it dealt with as not "real". It had taken a romantic partner and friends' insistence for 3751 to seek out rudimentary help. The unit still considered medication to be out of the question.
After six years and no diploma, the unit moved back home at the insistence of parental units. Parental units insisted 3751 had no problems, which caused deep conflict - the unit thought problems were not "real", as mentioned before; and yet the unit had been growing to accept problems were real. The unit began to build up barriers to show the public (as 3751 had in high school) to fool parents, prospective employers, and then coworkers that the unit was normal. Inwardly, without therapy or peer support, 3751 fell back into its problems once more.
Once enough money and parental approval was acquired, 3751 moved into the apartment of a close friend. There the unit finally began taking the medication necessary in repairing what problems were possessed. However, the unit had not been consistent with therapy and yet struggled.
At this point in the story, it is unknown if the move with the romantic interest into a shared domicile will improve the unit's mentality, or if 3751 will merely prove again self-destructive and harm those close to it with its behavior.
Having been raised by graduate students on a budget reflecting such, the unit 3751 had realized from an early age that material possessions (from clothing, to toys, to books) were rare and of value, rather than treating them as disposable. The high education of its parents also imprinted the unit at an early age to high educational standards of success. Before formal schooling began, it felt more than usually driven to learn and acquire knowledge.
In addition, the death of the unit's sibling combined with the obvious stress on the parental units installed a conflicting set of mental dilemma for the 3751. Responsibility for the surviving younger unit, indeed, enforced by strict parenting and an expectation to look after the youngest, even while 3751 was merely seven years of age. However, the loss of 3751's sibling and the subsequent withdraw and abandonment of remaining friends lead to dual fears of abandonment and not being able to please friends in social situations. The unit may have felt driven to excel in academics as her only means of proving self-worth.
This intelligence was rewarded with advancement; the parental units chose to skip 3751 ahead a grade in order to fully capitalize on its intelligence. Unfortunately as a result, the unit 3751 was rejected by all of the classmates within that grade, and subjected to humiliation, bullying, and outright isolation from any social interaction. When academia proved to be as unchallenging as before, unit 3751 began to withdraw from reality entirely, submerging itself in books and writing.
Situations did not improve. After the 4th grade, the current school system closed. 3751 was placed within a smaller, more academically-challenging school; however, students there refused to acknowledge or interact with the unit whatsoever. It was within this environment that 3751 became convinced it was unintelligent, uncreative, and unable to succeed when grown into an adult. Both members of authority (teachers) and peer groups enforced this belief.
The year thereafter the unit's family was moved to a rural area. Public schooling began, so while 3751 was subjected to a much smaller town and its culture, the school environment itself was larger than it ever experienced. Once again boredom set in, as the teachers again underestimated its intelligence and placed the unit in the lowest ranks for reading and mathematics. Again, students bullied, sexually harassed, and outright shunned the unit 3751. It was only in fellow outcasts did the unit begin to form friendships and acceptance. Here, 3751 began to formulate the most solid foundations of its future original fictional works.
Pressured by parental units to perform to the fullest of its mental ability, while feeling an increasing depression, anxiety, and social rejection, 3751 withdrew from reality and fleshed out many of her own which she experienced since childhood. Academia was only observed to meet parental approval. There was no hope possessed by 3751 for success as an adult; anything based in future terms was to please the parental units. Once collage was a possible thread, 3751 applied for the first parental units approved of and went into a major they would approve of.
Functioning as an adult person at a young 17 years of age, 3751 struggled with the anxiety and depression which had gone undiagnosed. Still, the unit was not burdened with health or monetary problems which had hindered other of 3751's friends. This lead to a feeling of guilt when the unit had difficulties, because it judged the problems it dealt with as not "real". It had taken a romantic partner and friends' insistence for 3751 to seek out rudimentary help. The unit still considered medication to be out of the question.
After six years and no diploma, the unit moved back home at the insistence of parental units. Parental units insisted 3751 had no problems, which caused deep conflict - the unit thought problems were not "real", as mentioned before; and yet the unit had been growing to accept problems were real. The unit began to build up barriers to show the public (as 3751 had in high school) to fool parents, prospective employers, and then coworkers that the unit was normal. Inwardly, without therapy or peer support, 3751 fell back into its problems once more.
Once enough money and parental approval was acquired, 3751 moved into the apartment of a close friend. There the unit finally began taking the medication necessary in repairing what problems were possessed. However, the unit had not been consistent with therapy and yet struggled.
At this point in the story, it is unknown if the move with the romantic interest into a shared domicile will improve the unit's mentality, or if 3751 will merely prove again self-destructive and harm those close to it with its behavior.