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Case Study of

a Child:
Age 17
Jacqueline Veloz
College of Southern Nevada
EDU 220: Principles of Education
Psychology
Physical
Typical Behaviors
● Eating disorders and depression is common, especially for females
● Bodies have reached maturity
● Acting on sexual desires is common
(University of Washington, 1993)
● Female growth spurt has stopped and male growth spurt continues for about one year.
● “Sudden and rapid physical changes that adolescents go through make adolescents very self-conscious.”
(MedlinePlus, 2017)

Typical Developmental Level According to Snowman


● Low contraception and high sexual activity has led to sexually transmitted diseases occurring most
frequently on adolescents.
● Two thirds of students should have already engaged in sexual activities.
● “The most significant glandular change accompanying puberty is the arousal of the sex drive”.
(Snowman & McCown, 2013, p.65)
Physical Continued
Characteristics/Behaviors of the Child I Observed

● The student I observed has obtained his mature male body. In regards to physical
appearance, he mostly considers his grooming as of importance. He states to not
be disturbed about his appearance. In fact, he is confident about the way he
looks. My student has also engaged is sexual activities, but he has not engaged in
intercourse due to his personal beliefs. He is very aware of the consequences of
sexual activity as well.
Physical Continued
Recommendations for Continued Development of your Student

● Give some privacy so they can better handle their physical changes

● Consider that sexual activity and interest in sexual topics is normal and natural
(MedlinePlus, 2017)

● Complement their physical maturity in order to avoid self-consciousness.

● “Provide accurate information on consequences of sexual activity, discuss birth


control and HIV prevention”
(University of Washington, 1993).
Emotional
Typical Behaviors
● May feel much sadness leading to unsafe behavior or poor academic results
(Centers for Disease Control and Prevention, 2017)
● Thoughts of Independency from parents are very common
● Thinking of failure over worries the teenager
● May behave: “moody, angry, lonely, impulsive, self-centered, confused, and stubborn.”
(University of Washington, 1993).

Typical Developmental Behavior According to Snowman


● Psychiatric disorders are more apparent
● Depression is the most frequent disorder among teenagers
○ Symptoms: feeling worthless, crying spells, suicidal thoughts, social isolation, fatigue,
anxiety, and difficulty concentrating
● Typical eating disorders that may appear: Anorexia and Bulimia
● Students are more willing to try: smoking, heavy drinking, marijuana, etc.
(Snowman & McCown, 2013)
Emotional Continued
Characteristics/Behaviors of the Child I Observed

● My student fits many emotional characteristics of a seventeen year old. First,


he does care about his independence from his parents. Furthermore, thinking
about his future gives him feelings of insecurity. Next, he does get moments of
sadness but not too often. He prefers to deal with his emotions independently
and will not tell his parents or friends about them. Also, my student does get
often mood swings. He will especially get angry or moody. Finally, he has tried
hard substances to have fun; including liquor and marijuana.
Emotional Continued
Recommendations for Continued Development of your Student

● Complement achievements

● Listen without playing down their concerns

● Show affection and talk about any suicidal thoughts


(CDC, 2017)

● Refer students to a school counselor if you notice a depressed child to help


avoid suicide, suicide attempts, or suicidal thoughts
(Snowman & McCown, 2013)

● Keep lines of communication open, clear, and negotiable to avoid conflict


(MedlinePlus, 2017)
Cognitive/Intellectual
Typical Behaviors
● Will show serious concerns about career and future plans
● Will Integrate their knowledge with decisions about their future
● May lack information or self-assurance about personal skills and abilities
(University of Washington, 1993).

Typical Developmental Level


■ According to Jean Piaget:
● Will care too much of what both peers and adults think of them
● Can reason as an adult if motivated
● Cognitive development is most influenced by peers than adults
● They should be in the Formal operational thought stage
○ Students can: form hypotheses, mentally sort out solutions, and systematically test
promising leads
■ According to Lev Vygotsky
● There is greater cognitive development when interacting with adults.
● Psychological tools have affected their physiological processing and thoughts.
(Snowman & McCown, 2013)
Cognitive/Intellectual Continued
Characteristics/Behaviors of the Child I Observed

● Based on the characteristics, my student is able form hypotheses, mentally sort


solutions, and systematically test promising leads. Also, he is afraid of failing in
the future, however, he still maintains a positive attitude about his plan to be
successful. He currently has plans to make a business after high school and likes
to work to save money. Next, as Vygotsky encourages, my student does
appreciate learning from adults rather than friends. Finally, instead of caring of
what others think of him, he does not care as he is in pursuit of his own interests
and not others.
Cognitive/Intellectual Continued
Recommendations for Continued Development of your Student

● Create assignments that will increase abstract understanding, mental


manipulations, and give them the ability to test hypothesis.

● Have students work in collaborative groups to reduce egocentrism and to progress


cognitive thinking more than could be possible if they were to work alone.

● Provide assignments where students need to demonstrate how they got to their
results, or assignments in which they need to work systematically.

● Present lessons that are more advanced than their current existing schemes.

(Snowman & McCown, 2013)


Psychosocial/Social
Typical Behaviors
● Social skills are sharpened
● Peer pressure influences behaviors
(Child Development Institute, 2015)
● Many friendships are formed, but only a few of them are close
● May be dating frequently or be in a romantic relationship
● “Relationships with parents range from friendly to hostile.”
(University of Washington, 1993)

Typical Developmental Behavior According to Erikson


● Adolescents experience role confusion.
● Concerns regarding gender roles arise
● A student may experience Psychological Moratorium if they are not ready to commit to career.
● An adolescent with identity achievement is one that has high self-esteem; is committed to a career
plan; and is logical.
● Girls seek intimate friendships, while boy’s friendships result because of mutual likes.
(Snowman & McCown, 2003)
Psychosocial/Social Continued
Characteristics/Behaviors of the Child I Observed

● My student does demonstrate many typical psychosocial behaviors. First, his


social skills are sharpened. Next, he has many friendship although he is carefully
planning to cut some after graduation. My student also states to be committed in
to his future plans of making a business. He is not experiencing Psychological
Moratorium at the moment. Moreover, he states that his friends do not influence
his future, but his parents do have such influence. On the other hand, he does get
peer pressured by friends in short moments; such as being at party and getting
asked to drink. Next, he is in search of serious romantic relationships. Finally, he
does fight often with his parents if they yell at him for his behaviors.
Psychosocial/Social Continued
Recommendations for Continued Development of your Student

● Encourage communication with a diversity of people

● Show respect and friendliness to keep a good relationship


(University of Washington, 1993)

● Complement achievements to encourage positive self-identity

● Encourage communication with a school counselor to help make career choices


(Snowman & McCown, 2003)
Moral/Character
Typical Behaviors
● Puzzled about personal values and the behaviors of friends and family
(University of Washington, 1993)
● Able to develop moral philosophies
● Able to test new ideas due to friends being a “safe haven”
(MedlinePlus, 2017)
● Can “give reasons for their own choices, including about what is right or wrong.”
(CDC, 2017)

Typical Developmental Behavior According to Lawrence Kohlberg


● Most have conventional morality
○ Idea: Respect authority to impress
● Some will begin to develop postconventional thoughts
○ Idea: rules can be mutual or changed; individual’s rights should be respected; and personal
views on ethics matter
● A few will reach post conventional morality as adults
(Snowman & McCown, 2013)
Moral/Character Continued
Characteristics/Behaviors of The Child I Observed

● Because of his past of being a Jehovah’s Witness, the student I observed is


willingly open to act on new ideas forbidden in the religion. However, the many
behaviors of his peers are still surprising him all the time. He does have a sense
of when his actions are morally good or wrong. Also, my student is interested in
forming a relationship with a girl that he bases to be “good.” Finally, based on
Snowman and McCown’s (2003) characteristics, my student will not hesitate to
stand up to an authority figure if a situation is unfair. Individual rights matter to
him.
Moral/Character Continued
Recommendations for Continued Development

● Try to understand their new values

● Do not moralize about sexual behaviors as they are normal

● Do discuss your feelings and be open to eachothers differences


(University of Washington, 1993)

● Discuss moral dilemmas that will give the opportunity to raise moral awareness

○ Create open discussions in group settings

○ Be an “accepting model”

○ Use complicated situations in which students can place themselves in


(Snowman & McCown, 2003, p.47)
References
Center for Disease Control and Prevention. (2017). Child development. Retrieved from

https://www.cdc.gov/ncbddd/childdevelopment/facts.html

Child Development Institute (2015). The ages and stages of child development. Retrieved from

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc.

Medline (2017). Adolescent Development. Retrieved from

https://medlineplus.gov/ency/article/002003.html

Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.

University of Washington. (1993). Child development: Using the child development guide. Retrieved from

http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.html

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