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SASHA WATERS

EDU 220
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Biography

The person that I chose to do my PEPSI case study screening on is a female. She is 15

years of age, adolescence stage, and she was born and raised her in Las Vegas, Nevada. She

moved away for a year and lived with family in Albuquerque, New Mexico. She has visited

many places here in the United States, and Canada when she was an infant, but aspires to travel

all over the world. She will be a sophomore for this upcoming school year. She is attending and

will continue to attend Mojave High School, which is located here in Nevada in North Las

Vegas. At Mojave, she is a part of the National Honor Society (NHS), Junior Reserve Officer

Training Corps (JROTC), Student Council, Gay and Straight Alliance and Choir. Her academic

skills have landed her an opportunity to be one of hundreds to be selected to go to Washington

D.C for a summer program on Law and Forensics. She maintains such high grades so that she

may keep a good grade point average and apply to college and not get denied. She hopes to get a

scholarship to pay her way or assist her in the school of her choice, which is Harvard. She has

been pondering the thoughts of her future and if she doesnt go into the Law and/or Forensics

field(s), she plans to join the Military. She is the youngest of four children, two sisters and a

brother. She also has four nephews, to include one on the way, and a niece. Though she loves her

nephews, she is ready for more girls to come along. Her favorite color is green and she likes

elephants. Her music selection ranges from Elvis to Big Sean but one of her all-time favorites are

The Beatles. She is a vegetarian and has been for about five years now. Her family is considered

middle class.
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Physical Development

Adolescents experience a tremendous amount of physical growth and development. This

rapid physical development begins during the prior developmental stage called Puberty and

continues during adolescence (Angela Oswalt, Adolescent Physical Development). She has

already hit puberty and is on her way up the ladder on the physical developments of becoming a

young woman. With the changes going on with her body, comes more to life than she may have

expected. Because the rate of physical development is so varied during adolescence, it often

becomes a source of difficulty and discomfort for youth. Some teens will develop more slowly

than their peers. As a result, they may feel self-conscious about their bodies' lack of maturity,

relative to their peers. They may even feel disappointed or resentful they are not receiving the

same kind of attention their more physically mature friends seem to enjoy. This can lead to

feelings of frustration because their bodies aren't maturing as fast as they would like, or they may

worry that something might be wrong with them (Angela Oswalt, Adolescent Physical

Development). She struggles with the way she looks, as do a lot of girls her age. Do I look cute?

Am I too fat? Am I too short? As if life wasnt throwing enough our way already, add society to

have its way of making us think we arent enough. She comes from a line of over-weight people

and that also takes a toll on her. She fears she might be too fat because her family is and her

friends and girls who she thinks are pretty or prettier than her are all skinny. Teens may

suddenly feel awkward and uncoordinated during this time because growth does not always

occur at a perfectly proportional rate (Angela Oswalt, Adolescent Physical Development).

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Emotional Development

This age marks a new tension in harmonizing the past with hope for the future (J'Anne

Ellsworth, Being aware of being real ). During this young adolescence stage, one deals with a

lot emotionally. Theres constant reminiscing on the way she grew up, it was a tough household

with her father being an alcoholic and mentally and physically abusing her mother. She once

wanted to be mad at everyone around her. Later, realizing that growing up is a part of life. The

child might be summed up as "I am what I imagine myself to be" (J'Anne Ellsworth, Being

aware of being real ). She tries to no longer let what has happened get in the way of what can

happen. She has big dreams and plans to make them come true. She wants to prove everyone

wrong, everyone who made her feel like she was never good enough. This may be a part of her

emotions still hanging on to the pain caused in her early years, but she denies it. Still in contest

with parents and self over autonomy and power to be bossed, the child works to define: self,

identity, roles in each dimension of life and with respect to different referents, sexual identity

and ideology (JAnne Ellsworth, Being aware of being real ). She knows that she is

changing and she is trying her best at it. Sometimes people in her family are often depressed, due

to what they may have endured, and they tend to see things in a very negative mindset. This gets

pushed down to her, since she is the baby still living at home, and it can cause her to lose her

focus too. Life has a way of making you live it. Overall, she is stable as far as not being

extremely beaten emotionally but definitely bruised and she makes sure that these feelings mold

her into a better being, not a replica of what she had to endure.
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Philosophical Development

When you look up the definition of philosophical, it give you two definitions. One says:

relating or devoted to the study of the fundamental nature of knowledge, reality, and existence.

The second says: having or showing calm attitude toward disappointment or difficulties. (Google

search engine) These, in fact, are true. Despite the traumatic events that have taken place in her

life, she still remains as calm as she knows how. She has knowledge that certain things have

taken place and knows the reality of her families situation(s) but she still accepts things for what

they are and is collective about it all. Sometimes previous knowledge interferes with learning

later information (Chapter six, Cognitive theories of learning). These memories are stored in her

mind and it sometimes causes her to be sad or emotional, thus tying into the emotional

development stage. Proactive inhibition is that of a North American learning to drive on the left

side of the road in England later has learned to drive on the right (Chapter six, Cognitive

theories of learning). She sometimes loves with the mindset that things might work out for her

the way they have been working out for the people around her. She knows that when someone

drinks, often times too much, that things can go left and get out of hand. She fails to realize that

we can control who we are and what we do as a being. The past is the past. We are who we

become. She can be who she wants by being who she is not what shes been through.
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Social Development

As children improve their cognitive skills, they are also developing self-concepts, ways

of interacting with others and attitudes towards the world (Chapter three, Social, moral and

emotional development) She has formed strong friendships with friends that shes had from

birth. These girls have become more like sisters than best friends. They even participate in

similar activities together at school. These activities are: Choir and JROTC to name a couple.

She has no problem making friends and speaking up when she needs to. For instance, for certain

things she can be shy, like asking for help at a store, while for others she can speak up, i.e NHS.

When we look at different articles and books, theres one major thing they all have in common,

this stage of development and this age of growing up rebels. The "pre-adult" child tends to

resent parental limits and frequently rebels (JAnne Ellsworth, Being aware of being real ).

She has formed this rebellious attitude. When it comes to chores or something that she feels like

is challenging her intelligence, she always speaks her mind. She says what she wants to do and

doesnt want to do and shuts herself away in her room if she doesnt get things her way.

Running away or escaping becomes commonplace. It may be a symbolic tuning out, a physical

act, substance or sex abuse (JAnne Ellsworth, Being aware of being real ). She usually just

listens to music or watches shows she enjoys watching to tune everything out. It comes along

with age and growth. Later in life she will realize that these rebellious acts wont get you far, if

anywhere.
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Intellectual Development

She is extremely smart, mostly as and one b, out of eight classes. She is a part of the

National Honor Society and has enough intelligence to have been nominated and accepted into

the Law and Forensics summer program in Washington D.C. She enjoys reading books and

watches shows that keep her brain working and that deal with the areas she is most proficient in.

Piagets view on Cognitive development speak a little more in depth on development. He

separated development into children and adolescence and divided those into four stages. In these

stages of development the elaborate on sensorimotor, preoperational, concrete operational and

formal operational stages. (Chapter two, Cognitive, Language and Literacy development). In the

formal operational stage, 11 years of age to adulthood, the major accomplishments are that this

age group: abstracts and purely symbolic thinking is possible. Problems can be solved through

the use of systematic experimentation (Chapter two, Cognitive, Language and Literacy

development). She knows how to use her resources properly and can figure things out by simply

using her brains to solve a problem. She enjoys experimenting on and with different things. The

latter part of the stage should see a new ability to add dimension to ideas, to think in greater

depth and with more "power". (JAnne Ellsworth, Being aware of being real ). She is called

the smartest on of the family because she sees things the others dont, she realizes things must

faster and puts things into perspective when others cant grasp things as they should.
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PEPSI GRAPH

0
Physical Emotional Philosophical Social Intellectual

Three being the norm for her age group

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Recommendations

Physical Development: Maybe suggest a gym or fun outdoors activities she might be interested

in and welcome friends to participate. Reiterating that physical appearance isnt all she has to

offer but if it helps her feel better, do it.

Emotional Development: Try out counseling at school or maybe counseling outside of school

so that she can feel comfortable getting things off her chest but not have other students

wondering if something is wrong cause more emotional havoc.

Philosophical Development: Offer support groups in the area, remain positive, keep friends

with similar experiences

Social Development: Suggest that she continue to stay in clubs that way she can fully overcome

her sometimes shy ways.

Intellectual Development: Keep her motivated and wanting to strive for more. Programs such

as the Law and CSI program will keep her interested and wanting to discover more in life.

Encourage her to share her knowledge.

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References

Physical development page. Adolescent Physical Development. Angela Oswalt, MSW, edited
by C. E. Zupanick, Psy.D. Retrieved From:
http://www.sevencounties.org/poc/view_doc.php?type=doc&id=41153&cn=1310

Emotional Development page. Being aware of being real . J'Anne Ellsworth. Retrieved

from: http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html

Philosophical Development page. Google and Slavin, Robert E. Educational Psychology: Theory

and Practice. Cognitive theories of learning. Chapter six, page 139. Pearson.

Social Development page. Being aware of being real .JAnne Ellsworth. Retrieved from:

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html and Slavin, Robert E.

Educational Psychology: Theory and Practice. Cognitive theories of learning. Chapter three,

page 49. Pearson.

Intellectual Development page. Being aware of being real .JAnne Ellsworth. Retrieved

from: http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/reading2-1-1.html and Slavin, Robert E.

Educational Psychology: Theory and Practice. Cognitive theories of learning. Chapter two, pages

30-36. Pearson.