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Introduction
As we spent two hours together, I noticed that Savannah, at fifteen years old, is fully
developed regarding physical appearance, emotions, intellect, social skills and morals. Savannah
has one older brother and two younger step-siblings. Savannah lives in a three-bedroom house
with her mother, stepfather, brother and step-brother; she had lived in this home since she was
two years old. Both her mother and stepfather work and would classify themselves as middle
class. English is the primary language in the home. I talked with Savannah in her home for
would gain knowledge about how she interacted with her family and recording both verbal and
nonverbal cues.
Physical
Savannah is 5’2’ and weighs approximately 115 pounds. Her body has grown and
matured into a woman’s body frame rather than childlike or pre-pubescent. Her height and
weight gain have seemed to subside, which (DSHS Fosterparentscope, 1993) states are typical
that “Significant and large changes in physical development occur during adolescence.
Adolescent males and females add pounds and inches at a prodigious rate” (p. 65). She is very
active playing three high school sports and eats a well-balanced diet. She often chooses healthy
PRISM CASE STUDY 2
choices as opposed to fast food and likes to try new things. She likes to exercise regularly to stay
healthy. When asking about sleep patterns, she stated: “I’m like a baby, I need at least one nap a
day!” She said on average she gets eight hours sleep per night with a two-hour nap. Savannah
While observing Savannah, we discussed sex, lifestyle choices, pregnancy and sexually
transmitted diseases. She described the awareness of her personal sexual desires and how her
body has changed. She has witnessed teen pregnancy, lesbian and gay relationships and has
heard rumors of teens having STDs at her high school. The Child Development Guide (DSHS
Fosterparentscope, 1993) stated there is an “increased likelihood of acting on sexual desires” and
Snowman & McCown (2013) also said “Many adolescents become sexually active” (p. 65).
From what I could gather she is not interested in acting on sexual desires and is well informed of
the ramifications and birth control options. From my observation, Savannah does meet the
Abraham Maslow’s theory of human motivation is built on the idea that humans have
different needs. The first four levels of needs are physiological, safety, belongingness and love,
and self-esteem, they are referred as deficiency needs. The need that is unmet and at the top of
the pyramid is self-actualization and referred to as the growth need (Snowman & McCown p.
248). To ensure positive appropriate development in the physical aspect, according to Maslow’s
theory the only recommendation I would have is to ensure Savannah continues to eat a well-
balanced meal and gets appropriate rest. As a female teenage it is very easy to begins poor health
Emotional
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After interviewing Savannah, she said she was once very concerned about her appearance
and popularity among both male and females. She admitted to making mistakes but has learned
from them. She appears to be very confident in her life outlook and can be stubborn with her
views when they oppose from her parents or siblings. She seeks affection and attention from
peers, parents, and siblings. She is very silly and has a laid-back approach; she loves to be
surrounded by family and friends. Worrying about appearance, popularity and challenging
Development Guide (DSHS Fosterparentscope, 1993). Snowman & McCown (2013) stated
“Many psychiatric disorders either appear or become prominent during adolescence. Included
among these ate eating disorders, substance abuse, schizophrenia, depression, and suicide” (p.
67). I find Savannah is confident with her healthy body image and is emotionally stable. She
When we discussed drugs and alcohol, Savannah admitted the summer before her
sophomore year she and a friend had tried marijuana but has never experimented with alcohol or
other drugs. Snowman & McCown (2013) claimed: “Thirty-eight percent had used marijuana at
least once during their lifetimes, and 19.7% had used marijuana one or more times in the
proceeding 30 days” (p. 67). Based on the Child Development Guide and the psychologists’
guidelines in our text I believe Savannah does meet the emotional developmental milestones for
According to Erikson, Savannah may be having identity vs. role confusion and different
identity statuses become apparent (Snowman & McCown, 2013, p.65). In order for Savannah’s
parents to continue to support her in the esteem range of Maslow’s theory, her parent must
continue to be hands on and available. Reassure her she is loved, smart and funny and most of all
PRISM CASE STUDY 4
she is a good person. When Savannah makes, mistakes be there to support her and when
Intellectual/Cognitive
Savannah has a semi clear plan for her life’s direction; she knows what her goals are, and
where she wants to attend college but, she is unsure of a career choice. Per the Child
on arguments and discussions. Have increasing ability to memorize, think about concepts,
engage in introspection, probing into own thinking and plan realistically for the future. (DSHS
Fosterparents Cope, 1993) Savannah will debate in any discussion that is prevalent to her.
While observing her, Savannah engaged in a political debate with her Mother, as well as sports
debate with her stepbrother. Snowman & McCown (2013) stated: “Between the ages of 12 and
16, political thinking becomes more abstract, liberal and knowledgeable” (p. 68). Savannah made
clear and concise points that were about her stance. I believe Savannah does meet the
intellectual/cognitive developmental milestones for her age per the Child Development Guide.
Piaget has concluded schemes evolve through four stages: sensorimotor, preoperational,
concrete operational and formal operational. The age range for Formal Operational are ages 11
and older. The characteristics are “able to deal with abstracts, form hypotheses, solve problems
systematically, and engage in mental manipulations” (Snowman & McCown, 2013, p. 25). Based
on Savannah’s age she is in the formal operational stage. Piaget stated, “Students at this stage
can generalize from a particular instance to a general form” (Snowman & McCown, 2013, p.27).
I observed Savannah using sarcasm, analogies, and metaphors in her daily language which
cognitive development and cultural values are passed on. “Typically, then, parents and schools
shape children’s thought processes to reflect that which the culture values” (Snowman &
McCown, 2013, p. 32). He believed social interaction was the primary cause of cognitive
development. While observing Savannah and her mother interact, I find that she meets
Vygotsky’s theory through their non-verbal body language as they prepared a meal together.
There was not any direction spoken just an automatic response to each other’s responsibilities
from prepping the food, cooking, setting the table and expressing their cultural values of family
style dining.
creative ability and analytical ability. “Sternberg believes that each of these abilities can be
improved through instruction and that students learn best when all three are called into play”
(Snowman & McCown, 2013, p. 74). Savannah exhibits behaviors in all three areas of
Sternberg’s theory. When describing her recent driving lesson, she applied practical ability as
she could maneuver the car throughout her environment. When Savannah came to a four-way
stop, she was unsure when it was her turn to go, by using the right of way method she displayed
creative ability. Finally, the capacity to return home safe, showed mastery in analytical ability as
she could use previous experience and knowledge to learn new information.
interpersonal, intrapersonal, and naturalist (Snowman & McCown, 2013, p.75). Each of this
intelligence is independent of one another. According to Gardner, I find Savannah falls under the
interpersonal intelligence. The core components are “capacities to discern and respond
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appropriately to the moods, temperaments, motivations, and desires of other people” (Snowman
& McCown, 2013, p.75). I have come to this conclusion through my observations of her in her
home where she plays the peacekeeper role, and her desires to want to make everyone happy.
lower needs and belief in certain values” (Snowman & McCown, 2013, p.252). Savannah’s
parents can continue to help Savannah by encouraging her beliefs about her currant ability to
carry out specific actions and tasks, as well as continue to guide her to be future-oriented.
Social/Psychosocial
development, children often withdraw from parents who are invariably called "old-fashioned."
Usually feels parents are too restrictive and rebels, needs less family companionship and
interaction. Has less intense friendships with those of the same sex, and has many friends. Girls
show more interest in opposite sex than do boys and are annoyed by younger siblings.” (DSHS
Fosterparents Cope, 1993). When interviewing Savannah on this topic, she agreed she is less
influenced by peer pressure and seeks her parents or teacher advice for “real issues” and agrees
that her friend's influence is significant when it comes to clothing. She admitted she FaceTime’s
her friend every morning so they can show each other their outfit for the day before school to get
approval. While observing Savannah, she doesn’t seem to withdraw from her parents as they are
not too restrictive, she depends on family companionship. Savannah said, “I want to be a part of
everyone’s lives in my family.” At times Savannah appears annoyed by her younger siblings but
is willing to help and play with them. Savannah stated, “I used to have a lot of girlfriends. Girls
can be catty and mean; I have a few close friends; I am happier!” I believe Savannah does meet
the social/psychosocial developmental milestones for her age per the Child Development Guide.
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“Erikson believed that our sense of who we are is the result of three factors: being comfortable
with our physical self, knowing what we want to do with our life, and knowing that whatever our
choice, we will be encouraged and reinforced by those who play a significant role in our life”
(Snowman & McCown, 2013, p. 20). From my observation, I concluded that Savannah in
identity versus role confusion. Savannah is very comfortable with herself and surrounds herself
with people who have her best interest at heart. As far as what she wants to do with her life she
admitted “I have no idea, when I was a kid I wanted to be a rapping detective, as I am getting
older I am leaning towards a cop or paramedic. I’m only 15 I still have a few years to figure it
out.”
four identity statuses: identity confusion, foreclosure, moratorium, and identity achievement.
Marica believed “proposed that attainment of a mature identity depends on two variables: crisis
and commitment” (Snowman & McCown, 2013, p. 21). Based on Marcia’s theory Savannah is in
the “Foreclosure” status. Savannah has not experienced doubts in her identity. She accepts the
values her parents have instilled. Savannah said she could be close-minded, feeling superior to
her classmates and is dependent on her parents. (Snowman & McCown, 2013, p. 21). Savannah
stated “I am stubborn and think I am always right. I can find fault in others, at times it is hard to
see my flaws. I usually need to sleep on it first, when I’m less emotional I can figure it out.”
Savannah’s needs of love and belongingness are reaffirmed daily by her parents, peers
and other positive adults in her life. The only recommendation I could give would be to continue
to keep the lines of communication open and show her you will love her no matter what she does
Moral
Savannah shows empathy towards others when talking about those less fortunate or
students that are victims of bullying. Savannah knows right from wrong and can understand
consequences. When asking her how does she make important decisions she stated: “I ask my
parents, teachers, and friends for advice but I ultimately do what I feel is right. When I make a
mistake, I try to learn from it and not repeat it.” Savannah is on target per the Child Development
Guide, “normal 12-15-year-old social/psychosocial development, knows right and wrong, tries to
weigh alternatives and arrive at decisions alone. Savannah is concerned about fair treatment of
others, usually reasonably thoughtful, is unlikely to lie.” (DSHS Fosterparents Cope, 1993).
According to Piaget’s analysis of the moral judgment “Beyond the age of 12, adolescent
increasingly affirm that reciprocal reactions or “getting back” should be a response to good
behavior, not bad behavior” (Snowman & McCown, 2013, p. 41) I find this to be an accurate
measure as Savannah stated “I am more likely to right thing when I feel I am respected by people
orientation, Stage 2: Instrumental relativist orientation, Stage 3: Good boy-nice girl orientation,
ethical principle orientation” (Snowman & McCown, 2013, p. 42). Based on these finding
Savannah would fall under stages 6 “you need to weigh all the factors and then try to make the
most appropriate decision in a given situation.” (Snowman & McCown, 2013, p. 42). I came to
this conclusion during my interview questions. I asked her is stealing was right or wrong,
Savannah replied: “Stealing is wrong.” Then I asked if what if a young mother took medicine for
PRISM CASE STUDY 9
her baby that was sick and she could not afford it, she replied: “Stealing is still wrong, but I
understand why she would be forced to do it, her baby’s health is more important than the
consequence of stealing.”
Gilligan argued “many adolescent females have a different primary concern. They care
less about separation and independence and more about remaining loyal to others through
expressions of caring, understanding and sharing experiences” (Snowman & McCown, 2013, p.
43). From my observation of Savannah, I feel she meets Gilligan’s moral development based on
her love and loyalty towards her family, friends, and teammates.
Noddings developed the care theory, “care theory focuses on the whether a caring
relationship exists” and “[caring orientation] to social and moral development is an alternative to
the orientation of justice, fairness, and individual rights that have emerged from Kohlberg’s
theory, and one that may lead to more socially just practices and policies” (Snowman &
McCown, 2013, p. 44) While observing Savannah, she displays tremendous heart for her family,
friends, and peers. She is very caring, respectful and referring to the school bullying conversation
to stay strong in her personal beliefs. Educate her that times are hard and are going to get
confusing but she always needs to have a trusted support system and she can go to for
Summary
While observing Savannah, I looked for key elements or asked specific questions to get
her perspective in five essential areas: physical, emotional, intellectual, social and moral. After
compiling a plethora of data: I then, compared my observations to the Child Development Guide,
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Piaget, Erikson, Kohlberg, Gillagan, Noddings, Marcia, Sternberg, Gardner, and Maslow as the
expertise of the five domains. I found that Savannah is developing in to a wonderful young
woman that has a good head on her shoulders and surrounds herself with love and positive
reinforcements. Continuing this pace, I have no doubt she will be anything less than an
References
DSHS Fosterparentscope Training: Child Development Guide: Twelve to Fifteen Years. (1993).
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg14.htm
Snowman, J., & McCown, R. (2013). Ed psych. Belmont, CA: Wadsworth, Cengage Learning.
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Appendix A
15 years old
Medium class
In Savannah’s home
Physical
5’ 2” fully developed
Not interested in boys and defiantly does not want to get pregnant, is aware of birth
control
Emotional
Help younger siblings with routine and homework helps Mom with cooking and cleaning
Has clear goal for her future with the exception of career choice
Intellectual/Cognitive
Very sarcastic
Social/Psychosocial
Savannah Facetime’s her friend every morning to get approval of her outfit
Moral
Show empathy for others when talking about less fortunate or students being bullied