Running head: VIRTUAL TEEN REPORT

Virtual Teen Report

Courtney Thornton
Adolescent and Young Adult Development CAYW 121
Professor: Tammy Kerr
February 15th 2017
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Introduction

Noah is currently 18-years-old, and has successfully completed high school. According to

the textbook, he is developing at a typical rate in terms of physical, cognitive, and

social/emotional development. Noah has experienced many of the effects typical to adolescent

puberty, and has adapted in order to overcome each obstacle in which he has been faced with.

The following document will include a brief summary of Noahs typical and atypical physical,

cognitive and social/emotional developmental patterns, as well as interventions intended to assist

Noah with positive development.

Noahs Physical Achievements and Changes in Development

Changes in Noahs development as compared to typical development patterns for this age

group (physical, cognitive and social/emotional), will be displayed in the following chart:

Achievements Changes in Development

Noah has friends regardless of gender Noah becomes more interested in his overall

appearance (clothes, shoes, hairstyles, etc)

Noah copes with mood swings by removing Noah begins experiencing mood swings

himself from stressful situations and focusing several times a day

on his favourite activities (positive coping

mechanisms)
Noah has an intimate relationship Noah begins showing interest in mens

magazines and pornographic websites

At 14 years old, Noah begins showing an increased interest in mens magazines, as well

as pornographic websites. By the age of 16, Noah has formed an intimate relationship with a

member of the opposite sex and claims to be in love. Noahs parents inform him of the dangers
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involved with unprotected sex and educated him about the prevalence of STIs and unplanned

pregnancy. According to the textbook, the most common age for sexual intercourse is

approximately 16.5 years. It is also stated that from masturbation, sexual experience usually

progresses to kissing, petting above the waist, petting below the waist, and then to intercourse

(Kail & Zolner, 2015). Based on this information, Noahs interest and curiosity towards

pornography and his new partner is appropriate, as well as expected for an individual in this

stage of adolescence. It would be appropriate for one to believe that Noah is progressing at

typical rate in terms of physical development.

Noahs Cognitive Achievements and Changes in Development

Achievements Changes in Development

Noah received his SAT results and scored in Noah spends the majority of his free time in

the top 5-10% on the verbal subtests and in the spare room (playing video games, pool,

the average range on the math/science etc)

subtests
Noah gets accepted to his favourite in-state Noah begins writing stories with the hopes of

school publishing his work in a magazine

Noah begins to develop moral principles by Noah becomes increasingly educated in

questioning what is fair/unfair computer skills (content knowledge)

When Noah was 14 years old, his vocal group was given the opportunity to participate in

a competition against other schools. While on this class trip, several students were caught

shoplifting and were punished by being suspended from the vocal group. Noah explained to his

parents that he agreed with the punishment, for the reason being that these students were not

living up to their parents/the schools expectations. Noahs parents brought some hypothetical

situations to his attention, which potentially could have acted as a motive causing his teammates
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to steal. Noah was able to hypothesize alongside his parents however, this did not change his

original argument.

According to Kohlbergs theory, Noah is thinking is at a conventional level. The texts

states that in this level adolescents and adults believe that they should act according to others

expectations. The aim is to win the approval of others by behaving like good boys and good

girls (Kail & Zolner, 2015). Noahs idea of living up to expectations is a prime example of

conventional thinking by believing that because theft is deemed to be wrong or bad by society,

it is never right to steal, regardless of the situation.

Noahs Social/Emotional Achievements and Changes in Development

Achievements Changes in Development

Noah has a positive reputation with his peers, Noahs internet/chatroom usage increases

and is often invited to parties, get-togethers,

etc.
Noah acknowledges other individuals points Noah begins drinking on occasion, and gets

of view and is able to listen without verbally matching tattoos with his partner

disagreeing
Noah develops an intimate relationship with a Noahs social calendar begins expanding

member of the opposite sex (school clubs, hanging out with new friends,

etc.)

Throughout Noahs high school career, he is constantly making new friends. When Noah

invites these friends to his house, his parents state that they are remarkably impressed with his

friends positive and respectful personalities. With Noahs positive reputation, it seems as though

making friends comes naturally to him. This quality had the potential to allow Noah to obtain

friends with positive morals or negative morals. According to Brown and Lohr (1987), Noahs
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choice of friends is not only a reflection of his own moral development, but also a reflection of

the parenting style that was enforced during his upbringing (as cited in Kail & Zolner, 2015).

Noahs parents raised him by taking an authoritative parenting approach, which Kail and Zolner

(2015) defined as warm but firm. The text goes on to say that studies have shown that when

parents apply authoritative parenting their children become involved with crowds that endorse

adult standards of behaviour (Kail & Zolner, 2015). Such parenting approaches may have

influenced Noahs perception of societies expectations, causing him to behave in a manner in

which society deems acceptable.

Noahs Complications in Physical Achievements and Changes in Development

Complications in Noahs development as compared to typical development patterns for this age

group (physical, cognitive and social/emotional), will be displayed in the following chart:

Achievements Changes in Development

Noah feels insecure about what his classmates Noah receives a detention for wearing pants

think of him that are too tight

Noah behaves mood often changes drastically Noah begins playing highly graphic video

games (involving violence against women

and degrading content towards females)

At the age of 12 years old, Noahs parents begin to notice a shift in his moods. It seems as

though one minute Noah is exceedingly cheerful, and the next he is irritable and distressed.

These mood swings are often thought of as typical to puberty due to an increased production of

hormones. However, researchers have found that in reality these mood swings may simply be a

result of adolescents hectic schedules (Kail & Zolner, 2015). The text states that because

adolescence change activities and social settings many times in a single day, they appear to be
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moodier than adults (Kail & Zolner, 2015). Noahs recent transition to middle school and

increased social schedule, may be causing him to feel overwhelmed and therefore, leading him to

displace his thoughts and emotions.

Noahs Complications in Cognitive Achievements and Changes in Development

Achievements Changes in Development

Noah argues with his parents, disputing topics Noah gets in a fist fight while defending his

such as curfew, chores, clothing choices, etc. girlfriend

Noah believes that everyone in society should Noah begins neglecting homework due to his

obey authority regardless of the situation busy social schedule

As discussed above, Noah possesses the ability to hypothesize reasons that potentially

explain why the members of his vocal group may have felt that stealing was justified. Theorist

Piaget would classify Noahs ability to hypothesize as an apparent example of formal operations.

As stated by the text, adolescents with formal operational skills can think hypothetically and

reason deductively (Kail & Zolner, 2015). Although Noah did not revise his original opinion, he

nonetheless held the ability to hypothesize different examples of situations which potentially

gave the students their own personal sense of validity to steal. Consistent with Kail and Zolner

(2015), due to Noahs outlook that individuals are to live up to others expectations, the product

of reasoning is not compatible with his own belief. This likely had an influence on Noahs

unwillingness to sway from his original opinion.

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Noahs Complications in Social/Emotional Achievements and Changes in Development

Achievements Changes in Development

Noah spends an significant amount of time Noah attends a party with his friends and

playing video games with his friends smells of alcohol when he is picked up
Noah feels that he needs to prove his Noah gets matching tattoos with his girlfriend

independence

When Noah is 16 years old, he attends a party with his friends. Around 12 PM he calls his

parents and asks to be picked up. On the car ride home, Noahs parents notice that his breath

smells like alcohol and the next morning he seems to have a headache. It is not uncommon for

adolescents to experiment with alcohol and drugs however, it is important to ensure that

experimentation with substances does not lead to substance abuse. As stated by Kail and Zolner

(2015), there are several reasons why substance abuse is common in adolescence including

experimentation, relaxation, escape, and feelings of exhilaration. Adolescents who possess

heightened risk factors are at increased susceptibility of substance abuse. Based on this

information, Noahs consumption of alcohol was likely a result of experimentation however, it is

important for his parents to be cautious of potential risk factors and behaviours that may put him

at risk for substance abuse.

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Recommendations/Interventions for Positive Development in the Physical Domain

Noahs recent mood swings are likely a result of his busy schedule which involves many

different activities and social settings throughout the course of one day. He often reacts to these

mood swings by locking himself in his room and playing video games/chatting with friends

online. While these activities are presumably taking Noahs mind off of his irritable mood, it is

important to ensure that he is aware of a wide range of alternative healthy coping mechanisms. I

would recommend that Noahs parents have a casual discussion with him in order to inform him

that they are always available to discuss his feelings if he would like. During this conversation,

his parents should provide him with multiple coping mechanisms such as sports and relaxation

exercises. Informing Noah of the dangers in using unhealthy coping mechanisms (such as

substance abuse, self-harm, violence, etc.) will open up the conversation and bring attention to

issues that he may not have been aware of. This will allow Noah to experiment with different

coping skills, and to discover which skills he reacts positively to and which he does not. It is

important that Noahs parents do not make him feel pressured to speak to them at this point

however, they should be aware of his behaviours in order to ensure that they are not atypical to

adolescent mood swings.

Recommendations/Interventions for Positive Development in the Cognitive Domain

According to Kail and Zolner (2015), formal operational reasoning is composed of three

features which include abstract thinking, hypothetical thinking and deductive reasoning. Noahs

ability to perform formal operations gives him the resources necessary to hypothesize. Noahs

inability to understand why his fellow vocal group members might feel inclined or justified to

steal, may be a result of his inability to reason when the issue is not relevant or personal to him. I

would recommend that Noahs parents continue discussing hypothetical situations with him, as
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well as (when he is at the appropriate level of development) explaining to Noah that authority is

not always correct. It may be beneficial to hypothetically relate a situation to his own family. For

example, Noahs parents might ask Noah what he would do if one of his mothers was deathly ill

but they could not afford the medication that will cure her. This may help Noah to develop his

ability to think abstractly, hypothetically, and deductively reason.

Recommendations/Interventions for Positive Development in the Social/Emotional Domain

As stated above, Noahs consumption of alcohol was likely a result of experimentation.

This being said, it is crucial for Noahs parents to remain aware of his behaviours. If Noahs

alcohol consumption becomes a reoccurring event and/or if he begins using additional

substances, intervention will be necessary.

For the time being, I would recommend Noahs parents set clear rules and boundaries

around drinking. If Noahs parents allow him to consume alcohol before he is of legal age, I

would recommend that they discuss the dangers of binge drinking and the consequences of the

law. If his parents do not allow him to consume alcohol before he is of legal age, I would

recommend that they implement predetermined consequences in the event that Noah disobeys

their rules. These consequences should be discussed with Noah beforehand, for the reason being

that he will be aware of what he will have to face if he does break these rules.

Additionally, Noahs parents educating him on unhealthy coping mechanisms will also

provide him with the information he needs in order to make positive choices. If Noah is informed

about the dangers and effects of substance abuse, he will be less likely to use substances as a way

to cope. Providing Noah with healthy coping mechanisms will assist him with avoiding

unhealthy coping skills by implementing positive skills.

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References

Kail, R., & Zolner, T. (2015). Children a chronological approach. Toronto: Pearson Ltd.
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