The case study, or case history, is a descriptive research method used by

psychologists. In a case study, a single individual or a small number of persons

are studied in great depth, usually over an extended period of time. A case study
involves the use of observations, interviews, and sometimes psychological
testing. Exploratory in nature, the case study's purpose is to provide a detailed
description of some behavior or disorder. This method is particularly appropriate
for studying people who have uncommon psychological or physiological
disorders or brain injuries. Many case studies are written about patients being
treated for such problems. In some instances, the results of detailed case studies
have provided the foundation for psychological theories. In particular, the theory
of Sigmund Freud was based primarily on case studies of his patients. Although
the case study has proven useful in advancing knowledge in several areas of
psychology, it has certain limitations. Researchers cannot establish the cause of
behavior observed in a case study, and observer bias is a potential
problem. Because so few individuals are studied, researchers do not know how
applicable, or generalizable, their findings may be to a larger group or to different
cultures.
The purpose of this assignment is to familiarize you with the theories
of developmental psychologists. We will begin writing the case studies. Your
first step is to come up with a fictitious name for the child that you will be
conducting your case study. Your will begin writing your study by stating that the
purpose of this case study is to examine and respond to three main topical areas
of child development: (1) physical development (2) cognitive development and
(3) personality/social development of John/Jane Doe (insert the fictitous name of
your subject) from infancy throughout adolescence.
Next you are to state specifically what is meant by physical development,
cognitive development and personality/social development. You will then give an
example of these three terms. You will then give the age of your subject and
state the particular period of development the child is currently undergoing. You
will then describe physical aspects of the child, age, (approximate height and
weight). Also, describe the child's race and ethnicity and differentiate what is
meant by these two terms. Identify which type of society the child was or will
be raised in--individualistic or collectivistic and explain and contrast the meaning
of each. Also identify some of the cohort influences during this child's life. Please
refer to chapter one of your textbook for clarification of these terms.
I have posted a "model" of the case study to assist you for this portion
only. Please click on the "Model Case Study" folder on your course shell screen.
Additionally, you will identify significant physical changes that your child has gone
through or will go through during infancy, early childhood and adolescence. If
your child is an infant, project the changes that you expect during later stages of
development. If your child is in the middle stages of development, please
document the changes that the subject child has gone through in earlier stages
of development and will go through in future stages of development. If your child
is at the adolescent stage of development, document the physical changes that
the child has gone through during earlier stages of development and changes
that are currently taking place.
Please elaborate on the following terms and give examples of them: fine
motor skills, gross motor skills, myelination, puberty, menarche,
spermarche, primary and secondary sex characteristics. The glossary in the
back of your textbook should assist you with understanding these terms. Please
make sure that you use all terms. If the term does not apply to a female, then
you must still include the term in your paper. If your subject is male, the term
MENARCHE will not apply. If your subject is female, then the term spermarche
will not apply. However, you can state that my subject will experience
spermarche, as opposed to menarche in females for example. PLEASE
UNDERLINE ALL TERMS. POINTS WILL BEDEDUCTED FOR TERMS THAT
ARE NOT USED. Please submit this portion of your case study on the
designated area at the bottom of the assignment page. After I have read and
graded your assignment, you may click on "gradebook" to see how many points I
have given you for this portion. I will be grading you on the use of terminology,
spelling, writing, and grammar. Points will be deducted for terms that are not
used in your response and late papers. The maximal number of points for this
portion will be 50. Please refer to the rubric which I will use to grade case
studies
Maintain a hard copy of your assignment in the event the computer
malfunctions. To submit your paper, click on at the bottom of this page where it
states "complete/view assignment" and submit it I will grade your paper on the
same page and your grade will automatically transfer to the gradebook. When
you review the gradebook, please disregard the portion that states "average
grade." The computer averages the grades for all of the students in the course
and it has no direct reflection on your individual grade. Contact me at
gadams21@csu.edu should you require further assistance or clarification.















he purpose of this case study is to trace the development of the subject child,
Eleanor, from infancy throughout the adolescent stage. This study will examine
three main areas of Eleanors development: physical, cognitive, and
personality/social.

The subject child is eight (8) years old, female, of the Caucasian race with light
brown hair, blue eyes, fair skin, and regular features. The child is currently in the
middle childhood stage, between six and twelve years of age. She is
approximately 4 high, slightly built, approximately 55 pounds and well
proportioned. The childs ethnicity is Irish-American although the cultural
expressions of her ethnicity are not strongly evident.

The child has been reared in an individualistic society within a thoroughly
American context. Some Irish cultural traits are evident in her upbringing and
especially among her extended family. She is being reared to participate as an
individual in society in school, in her day-to-day family life, and generally among
her extended family. The expectation, culturally, is that she will become
independent, economically, but connected, to her family of origin through
significant kinship bonds and cultural practices. The individualistic society is in
sharp contrast to that of a collectivistic environment where the interest of the
group exceeds that of the individual.

The child is the oldest in the family. There are two siblings. She has a large
extended family with many cousins, mostly older. She has been exposed early to
other children socially through informal play networks, preschool, sport and art
activity groups, and then formal public schooling. Her strongest cohort influences
have been her cousins (both older), a neighborhood playmate (her age), and her
brother (younger). Her school friends (her age) are significant to her, but not
greatly influential in her development, yet.

She grew up during the era when America was traumatized by massive terrorist
attacks on September 11, 2001. However, she was too young to be directly
impacted by this event.














Examining and responding to the three main topical areas of child development:
physical development, social/personality development and cognitive
development of Luis is the primary purpose of this case study. A comprehensive
detail of the span of Luis development from infancy throughout adolescence will
be explored.

As a nine year old male, Luis, is currently in the third grade which in terms of the
psychological development implies that, he is at the middle childhood stage
occurring between six through twelve years of age. He is of the Hispanic race;
the biological concept that implies that people are considered related as they
share a common heredity, physical and structural characteristics and ancestry.
Hence, he is described as having dark brown wavy hair, light brown eyes and
brown skin. He has slightly over weight features that are most visible in his
abdominal region. He weighs approximately 90 pounds/ 45 kilograms and is
estimated to be 4 feet 4 inches in height. Luis body is disproportioned because
his weight is centered on his waistline and stomach regions. However, with
regards to Luis ethnicity the social concept which implies that he shares cultural
background with people who have common linguistics- Spanish, common
religion-Christianity and a nationality/culture with people whose origin are in the
country of Mexico. This ethnicity is evident as Luis describes the events that are
celebrated by his family, like Fiesta de Nuestra Guadalupe (a religious feast
among the Hispanic community). These events are obviously part of their
Mexican American heritage.

As a Mexican American Luis has been brought up into the cultural value system-
collectivism, wherein the needs and well-being of the group take precedence
over the needs of the individual which is in stark contrast within the context of the
individualism evident in the America society, which rewards and emphasize
personal identity, exclusivity, freedom of the self and individual worth. There are
two very important expectations in Luis social upbringing. On one hand he is
being raised in anticipation that he will assume his cultural role as a member of
the collective extended family, wherein he will be asked to place the needs and
well being of the group/family ahead of his personal needs and well-being. On
the other hand, Luis is by all means expected to be independent financially,
economically and educationally and is more than welcomed to ask for assistance
from the group/family when needed. In total contrast to this collective cultural
world of Luis, he is being prepared to enter the public school with its
individualistic outlook that definitely evaluates and rewards Luis based on his
personal productivity.

The Mexican American ethnic group is the nucleus within which Luis defines
himself. He belongs to a very large extended family with several uncles, aunts,
nieces, cousins and grandparents who had (ten) 10 children. The second eldest
of four children, Luis has two younger siblings and one older brother. Social
exposure has been Luis daily experience with such a large family, the Mexican
American cultural group that he belongs. His Pre School experience, the
neighborhood park district (where families from his cultural roots recreate), and
certainly his experience of attending public school in the diverse public school
system have implication for his overall personhood. His most influential cohorts-
the group of people who are born around the same time and place are his older
brother and cousin and a school friend who is a year older than Luis. His school
mates are becoming increasingly important to him and influential to his
behavioral development at this time of his life.

As a 21st century Mexican-American, born in 1999, Luis is growing up in a time
period when society is being driven by globalization, solidarity and technology.
This influence will be considered as age-graded influence- biological and
environmental influences that are similar for individuals in that age group
regardless of when/where they are raised. But as a matter of fact, unlike his
peers of the Hispanic race who live in a struggling socio-economic Mexico, Luis
lives in the bolstering consumerism and capitalist American economy. Luis is
being engulfed in the information and technology era as he owns a few
technology gadgets such as a television set in his room, an ipod, an Xbox and a
cell phone. As one of the many children of the technological age he finds himself
spending an average of one and one half hours per day on the computer.

The terror of 9/11 is one of the many history-graded influences-biological and
environmental influences connected to specific historical moments/periods that
make up the cohort of Luis age group. Living in the post 9/11 historical disaster,
he and his cohort have to contend with are rumination-the frequency of thinking
of this event, a magnification-the chances of the reoccurrence and helplessness-
the question of whether they can change their fate of another attack on innocent
human life. Being of an immigrant background the issue of immigration is a part
of the sociocultural-graded influences that includes ethnicity and social class,
which is a poignant experiential for immigrant kids and family such as Luis.
Several people from South and Central America are being deported daily. Border
patrol has heightened and the construction of thousands of miles of fences along
the US-Mexico border (with the goal of significantly reducing the number of
Hispanic immigrants that enter the US unofficially) has polarized uneven the US-
senate where immigration debate is palpable. The immigration issue is very vivid
in Luis life. This is because he has seen two of his uncles and his friends in the
neighborhood recently deported back to Mexico. A more disturbing and
destructive socio-cultural-graded influence for Luis is the constant threat and
dominance of gang violence and activities among the Hispanic community. He is
directly impacted by gangsterism given that his West Lawn community is
constantly plagued by rival gangs activities, violence among young people,
unnecessary death, and use of graphite or beatings to assert authority and
protect territories.