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PRISM II
Physical/General
Illaria is well into her sixth year and according to Callaway (2013), six-year-old girls
would have an average height of forty-five inches and an average weight of forty-six pounds.
Illaria falls below the average on both height and weight. She is thirty-four inches tall and
weighs thirty-seven pounds.
Illaria is the smallest among her peers. She over compensates for this by being tough.
Snowman explains that primary aged children may be extreme in their physical activities; they
are beginning to gain greater control of their bodies, and push the limits to see what capabilities
their bodies have (2013, p. 53). Illaria puts up a front among her peers and family as a tough
unbreakable child. This front that Illaria puts up is meant to disguise she is very sensitive. Her
relationship with her mother is strained. She seeks to spend time with her father. This is also
seen when playing with kids at school or the park. She prefers to interact with boys rather than
girls. Illaria has learned that girls require more emotional support, and boys just play hard.
According to Ellsworth, Illarias age group may seem hyper or fidgety (1998). At school
Illaria is able to stay on task and work hard. Outside of school Illaria is very hyper, hoping to
receive attention from the adults in her life.
(R)Emotional
Illaria has had five different nannies since her birth. Illarias parents both work, and pay
little attention to their children. According to Ellsworth, Illaria will want to be loved the most
and do the best (1998). Snowman also addresses this by saying that children are eager to please
(2013, p. 54). Time spent at home for Illaria is a fight for attention. She wants to be the favorite

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child, and have her parents recognize she is the best of her siblings. Illaria has found her place
in school and she does very well. She is eager to please her teacher, and this environment has
been healthy for Illaria. When she is at school she will show off at times, but redirect before a
problem arises. At home she will not redirect her focus. This amounts to violent and oftentimes
destructive behavior. Ellsworth stated that children might seem warm when things are going
their way, but the slightest turn may cause tears anger and temper tantrums (1998). Illaria is
maturing and gaining skills at school. However, at home Illaria is struggling.
Intellectual/Cognitive
Illaria is a smart determined child. When she sets out to do something she will do it well.
She is competitive, and this propels her to excel in whatever activity she is participating. Piaget
felt that Illarias age group has attained enough mastery of logical schemes that they can
understand and solve tasks (Snowman 2013, p. 58). When Illaria is asked to do something new
she is willing to try and actively understand. Illaria likes to be challenged so that she can prove
she is smart. When looking at Sternbergs triarchic theory of intelligence, Illaria excels in two
areas. She does well with her creative and analytical abilities. She is able to solve unfamiliar
problems and learn new information (Snowman 2013, p. 74). Illaria is still trying to learn to
shape her environment. At school she has found her place, but at home she is chaotic.
Illaria is young and still developing her character. Howard Gardner sees intelligence as a
broad concept, and that people may excel in multiple areas (Snowman 2013, p. 75). One of the
identities Gardner talks about logical-mathematical intelligence; Illaria has already begun to
excel in. an Illaria sees patterns quickly, and really grasps the numerical language. When Illaria
is working out problems she talks her way through things. Vygostsky described this as private

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speech. This helps some children to clarify thinking, and problem solve (Snowman, 2013, p.
55).
Illaria can be complex and difficult at times. She is smart and will put good effort into
solving problems. Intellectually she is doing well.
Social/Psychosocial
Snowman offers an analogy of Ericksons theory of personal development. An apple tree
does not spring from the ground as a miniature version of a fully formed tree covered in fruit. Its
various parts develop in a genetically predetermined sequence as it grows. This genetic sequence
interacts with the environment in which the organism grows (2013, p. 17). There are outside
elements that could affect the growth of the tree. The tree could be damaged which would change
the course of its genetic sequence. Erickson believes that the same is true for a child. Their
environment must support rather than interfere. Illaria has a tense relationship with her family.
She is often in trouble, and acts out aggressively at home. Her home environment has caused
Illaria to develop aggressive and violent outbursts. However, at school she is a different person.
This is the environment where she has grown the most. She still struggles with relationships and
has very few friends. She is constantly jealous of her sisters who are more popular, even among
her parents.
James Marcia established four identity statuses. Illaria falls under identity diffusion.
Illaria is impulsive, her self-esteem is low; she is alienated from her parents, and avoids
interpersonal relationships (Snowman, 2013, p. 21). Illaria is very sensitive and self-conscious
of her looks. This affects her self-esteem. Unfortunately kids will often make fun of her, and her
defense is to bully right back. Most of these interactions will happen outside of the class, as she

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still cares about how her teacher views her. Illaria has a long way to go to establish good
relationships.
Moral
The time I have spent working with Illaria, I have seen how she thrives in an environment
that has clear and consistent rules. Kohlberg believed that a typical six year old, views rules as
unchangeable. He also believed that a child of this age holds a single, absolute moral perspective
(Snowman, 2013, p.41). Kohlbergs belief was based off of Piagets findings that children up to
ten had a morality of constraint; meaning they hold sacred the rules, and permit no exceptions,
and make no allowance for intentions (Snowman, 2013, p.40). Illaria not only believes rules
should be unchanging she also needs them to be unchanging. Illaria knows the rules and knows
when she breaks them. She will push their boundaries. She will hold the adult in the situation
responsible to uphold the rules, but any deviation on the adults part will cause confusion.
Snowman explains that children will focus on physical consequences; meaning that
obeying rules should bring benefit in return (2013, p53). Illaria requires this to level headed. She
benefits greatly knowing she is doing well, and this helps her make smarter choices. Morally
Illaria can do well, but often chooses a power struggle. This is a daily occurrence though this
behavior is only seen at home. When Illaria is at school she follows directions, and class rules.

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References
Callaway, C. (2013, August 16). The Average Height and Weight by Age |. Retrieved from
http://www.livestrong.com/article/328220-the-average-height-and-weight-by-age/
Ellsworth, J. (1998). PEPSI as a Screening Tool | Retrieved from
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
Snowman, J., & McCown, R. R. (2014). Ed psych. Belmont, CA: Wadsworth/Cengage
Learning