Introduction (BA thesis) Newspapers such as The Independent have written about her and projected her youth development onto fellow adolescents. While The Independent aimed at investigating the, what they called “The Hermione Granger Effect”, authors such as Christopher E. Bell study her transition into a “freedom fighter, scholar, confidante and survi-vor” (Bell 2014: 4). The development of the fictional character Hermione Granger has, despite not being the protagonist of the novels, elaborately been described in J.K. Rowling’s Harry Potter series which was published between 1997 and 2015. Besides attending a boarding school, learning spells and studying for her exams, Hermione also builds friendships as well as her own identity, gains agency and reas-signs priorities. What might sound similar to topics discussed in the Bildungsroman or coming-of-age story, can also be considered under various pedagogical aspects. Similar to theories from other disciplines, theories of developmental psychol-ogy and educational sciences, one of them being the theory of developmental tasks, are constantly modified and constructed. What has first been introduced by the American educator Robert J. Havighurst as a theory focusing on the concept of “a task which arises at a or about a specific period in the life of the individual” and whose “failure leads to unhappiness in the individual, disproval with society and difficulty with later tasks” in the 1950’s (Havighurst 1953: 2), has constantly been modified by other experts such as August Flammer and Françoise Alsaker (2002), Tim Gelhaar and Inge Seiffge-Krenke (2006) and the social scientist Klaus Hurrel-mann. Hurrelmann, a German professor of health and education at the Hertie School of Governance, expanded Havighurst’s conventional model by accentuating an indi-vidual’s environment, which is made up of their society. After analyzing personality development and the relationship of social structure and personality (Hurrelmann 1988), Hurrelmann formulated and re-defined the four developmental tasks of Qual-ification, Bonding, Regeneration and Participation which have been presented in his recent works such as Developmental Tasks in Adolescence (Hurrelmann and Quenzel 2019). According to them, all tasks ought to be fulfilled at the best possible rate dur-ing the personality development of a young individual in order to build self-determination and to overcome the next stage of developmental tasks. Meanwhile, a successful fulfillment of the developmental tasks strongly depends on personal and social recourses available, such as communication skills and the understanding of one’s role in society as well as parents, teachers and other support systems.