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A CASE STUDY OF A CHILD

AGE 17
Elizabeth Zuniga
Education 220-1003
Elizabeth Zuniga
Education 220-1003
PHYSICAL BEHAVIORS
 Boys  Girls
 Growth spurts peaks are around age 13 ½  Growth spurts peak around age 11 ½
and around age 18 it slows down and around age 16 it slows down
 Voices changes  Menarche (menstrual period) occurs
 Pubic, armpit, leg, chest and facial hair after 2 years of the appearance of
growth around age 12 and reaches adult breast and pubic hair
patterns at about 17 to 18 years of age  Pubic, armpit and leg hair begins to
 Testicles and scrotum grows at age 9 and grow around age 9 or 10 but reaches
penis begins to length adult patterns at about age 13-14
 By age 17 or 18 their genitals and at adult  Development of breast buds occurs as
shape and size early as age 8
 Breast become fully developed between
ages 12 and 18
Medline (2017)
PHYSICAL DEVELOPMENT ACCORDING SNOWMAN
 Adolescent boys and girls add pounds  Adolescent boys and girls become
and inches at a phenomenal rate sexually active
 Peak year for girls is age 12- average girl  Close to two-thirds od adolescents have
adds 14 pounds and about 3 inches engaged in sexual intercourse by the end
of 12th grade
 Peak year for boys is age 14- average boy
adds 16-17 pounds and 4 inches  The birthrate among unmarried
adolescents as well as the rate of sexually
transmitted diseases is still high

Snowman, J. & McCown, R. (2013)


PHYSICAL BEHAVIORS AND CHARACTERISTICS OF
ANDREW
 Andrew is a 17 year old boy who seems to
have the physical behaviors and
characteristics of a typical adolescent in his
age group
 Andrew is shorter than the average
adolescent
 Andrew does have facial hair and his voice
is still maturing
 He currently is not sexually active or
thinking about becoming active
PHYSICAL DEVELOPMENT RECOMMENDATIONS
 Adolescents need privacy
 Adolescents should not be teased about physical changes
 Adolescents should have a open line of communication
with parents
 Adolescents often challenge authority but still need limits about
their behavior to provide a safe boundary for them to grow and
function
 Adolescents should be able to experiment with their
sexual identity and should not be criticized about it

Medline (2017)
EMOTIONAL BEHAVIORS
 Adolescents worry about failure
 Adolescents appear moody, angry, lonely, impulsive,
self-centered, confused and stubborn
 Adolescents many feel sad or depressed
 Adolescents are conflicted with being dependent or
independent from parents and others
 Most adolescents begin to separate themselves from
their parents to form their own identity

University of Washington. (1993)


Medline (2017)
EMOTIONAL DEVELOPMENT ACCORDING TO
SNOWMAN
 Psychiatric disorders appear or  Most common emotional disorder
become prominent in adolescents during adolescences is depression
 Included are: eating disorders, substance  Depression is more common in females
abuse and schizophrenia than males
 Eating disorders are more common in
 Many more females have thought about
females
and attempted committing suicide
 Anorexia Nervosa and Bulimia (eating
disorders) occurs in predominately females
 Substances include: tobacco, alcohol,
marijuana, cocaine and methamphetamine
 Schizophrenia (thinking disorder) is rare in
adolescents and less than 0.25% are
affected

Snowman, J. & McCown, R. (2013)


EMOTIONAL BEHAVIORS AND CHARACTERISTICS
OF ANDREW
 Andrew’s emotional behaviors and characteristics are those of an
adolescent in his age group
 Andrew is more emotionally stable and reserve than most of his peers
 Andrew is sometimes self-conscious, stubborn and gets stressed out but
manages to deal with these emotions on his own
 Andrew is more dependent from his parents than the typical adolescent
in his age group
 Andrew expressed that he thinks he has figured out his identity
EMOTIONAL DEVELOPMENT RECOMMENDATIONS
 Adolescents should be able to talk to their parents
 Parents should be available to listen and accept the need for an adolescents
independence
 Adolescents and parents should work together to establish limits
 Both adolescents and the parents need to accept each others feeling and
not overreact when it comes to addressing issues or talking about an
issue

University of Washington. (1993)


COGNITIVE AND INTELLECTUAL BEHAVIORS
 Most adolescents may lack information or self-assurance about their
skills and abilities
 Adolescents begin to define their self and contemplate on their future
 Skill development is accelerated to prepare for college or jobs-learn more
defined work habits
 Adolescents are better at giving reasons for their own choices

University of Washington. (1993)


Child Development Institute (2015)
COGNITIVE AND INTELLECTUAL DEVELOPMENT
ACCORDING TO VYGOTSKY

 Vygotsky
 Sociocultural Theory
 “…how we think is a function of both social and cultural forces”
(Snowman and McCown, 2013, p. 32).
 Parents and schools shape the thought processes of adolescents
 Culture passes psychological tools to members and their
descendants
 Psychological tools are “cognitive devices and procedures with which
we communicate and explore the world around us” (Snowman and
McCown, 2013, p. 33).”
 Social interaction is the primary cause of cognitive development
COGNITIVE AND INTELLECTUAL DEVELOPMENT
ACCORDING TO PIAGET
 Piaget
 Formal Operational Stage
 Adolescents are able to “deal with abstractions, form hypotheses, solve problems
systematically, and engage in mental manipulations” (Snowman and McCown, 2013, p. 25)
 Adolescents can understand and use complex language forms
 Adolescents are able to form hypotheses, mentally sort out solutions and systemically test
leads until the end of high school
COGNITIVE AND INTELLECTUAL BEHAVIORS AND
CHARACTERISTICS OF ANDREW
 Andrew has achieved and shown the cognitive and intellectual behaviors
of a typical 17 year old boy
 He does not lack self assurance and is very confident in his abilities
 Andrew always has his future in mind and makes decisions based on his
future goals
 He is involved heavily in extracurricular activities
 Although Andrew can be stubborn, he always gives reasons for his
thoughts, actions and behaviors
 Most of his reasons are influenced by his background and experiences but
he tries to take in different perspectives and reach a conclusion and stick by
it unless new information has been learned
COGNITIVE AND INTELLECTUAL DEVELOPMENT
RECOMMENDATIONS
 Adolescents should be supported and encouraged to patriciate in
positive extracurricular activities
 Parents should compliment and celebrate their efforts and accomplishments

 Adolescents should be encouraged to plan and talk about their future


 They should be meeting with school counselors and making decisions based on their
future and long-term goals
 Parents should create opportunities for adolescents to use their own judgement and be
available to give advice and support

Center for Disease Control and Prevention. (2017)


University of Washington. (1993)
PSYCHOSOCIAL AND SOCIAL BEHAVIORS
 Adolescent relationships with parents ranges from being friendly to
having hostility
 Adolescents have many friends and few best friends
 Adolescents may have a high or low level of maturity, date or have invested
in a single or romantic relationship
 Feel the need to establish their sexual identity
 Have a deeper capacity for caring and sharing as well as developing
intimate relationships
 Adolescents peer group may become their “safe haven”
 May spend less time with their parents and more time with their friends

University of Washington. (1993)


Center for Disease Control and Prevention. (2017)
PSYCHOSOCIAL AND SOCIAL DEVELOPMENT
ACCORDING TO ERIKSON
 Adolescents develop skills and roles that will help prepare them for the adult
world
 Identity vs Role Confusion
 Identity is when adolescents know who they are and include areas such as career goals,
gender-role orientations and religious beliefs
 Marica identified 4 identity statuses: identity diffusion, moratorium, foreclosure and identity
achievement (Snowman and McCown, 2013, p. 20).
 Role Confusion is dangerous because adolescents “have no clear conception of
appropriate types of behavior that others will react to favorably” (Snowman and McCown,
2013, p. 19).
 Identity develops in adolescents if they are able to integrate roles in different
situations continuously but if they are unable to establish this sense of stability
then they will have role confusion
PSYCHOSOCIAL AND SOCIAL BEHAVIORS
CHARACTERISTICS OF ANDREW
 Andrew’s relationship with peers, educators and his
parents does not seem hostile at all
 He says he has a good open relationship with his parents
and peers
 Andrew is not shy and likes to meet new people
 Andrew is comfortable with his sexual identity and is not
afraid to let people know
 Andrew has admitted that more time is spent with his
parents than his peers but he still tries to spend time
with his friends
 Most of his friends tend to be over the age of 18 and
very few are in the same age groups as him
PSYCHOSOCIAL AND SOCIAL BEHAVIORS
DEVELOPMENT RECOMMENDATIONS
 Adolescents should try to maintain a good relationship with their
parents and peers
 Parents should not pry and avoid the disapproval of things by discussing needs
and expectations
 Adolescents should be accepted in being interested in the opposite sex
and in developing more intimate relationships
 Adolescents should be encouraged to create experiences with a
variety of people from different backgrounds

University of Washington. (1993)


MORAL AND CHARACTER BEHAVIORS
 Adolescents are confused and disappointed about their stated values and
actual behaviors of family and friends
 Adolescents feel the need and want to fit into the morals of their peer
group
 Adolescents experience feeling frustrated, angry, isolated and sad
 Adolescents are interested in sex because of physical-emotional urges but
this is not an expression of mature intimacy

University of Washington. (1993)


MORAL AND CHARACTER DEVELOPMENT
ACCORDING TO KOHLBERG
 Conventional Morality  Postconventional Morality
 Stages 3 and 4  Stages 5 and 6
 Adolescents try to conform with the
 Where an adolescent becoming or once
rules of society
in adulthood understands the moral
 Try to impress others (the “good boy-nice principles that lie beneath societal
girl orientation) and respect authority (law conventions
and order orientation)
 Try to have mutual agreements (societal
contract orientation) and consistent
principles (universal ethical principle
orientation)

Snowman, J. & McCown, R. (2013)


MORAL AND CHARACTER BEHAVIOR
CHARACTERISTICS OF ANDREW
 Andrews sense of moral is good
 Andrew does not wish to adjust with societal and peer norms but he
mentioned that he will depending on the circumstances
 He explained that we will conform when it is mandatory to act like everyone else to
avoid conflicts
 Andrew doesn’t care much about popularity but wants to do something
memorable in his perspective
 He explained that he does not care if his friends agree with his decisions or actions

 Andrew mention that he does disobey laws but only it is necessary and
the pros outweigh the cons
MORAL AND CHARACTER DEVELOPMENT
RECOMMENDATIONS
 Adolescents should caution from having unprotected sex
 Parents should accept sexual experimentation and provide correct information on
human sexuality and diseases
 Both the adolescents and parents need to be open about their feelings and
thoughts while also being respectful and nonjudgmental
 Adolescents should know the importance of choosing friends who do not
partake in dangerous or unhealthy activities

University of Washington. (1993)


Center for Disease Control and Prevention. (2017)
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.htm
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.htm

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