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Running Head: CASE STUDY

Randy Boschetti
Portfolio Artifact: Case Study
Edu 220
May 4th, 2016

Portfolio Artifact: Case Study

CASE STUDY

Introduction
The child I observed is a 17 year old female high school student. The student will be
graduating this spring. After high school, she will attend Drake University in Iowa on a full ride
scholarship to play softball. She is the last of four children, all of which have been given
scholarships to play sports in division one colleges. She grew up in an athletic family playing all
kinds of sports throughout her life. Her family revolved their lives around athletic activities.
Although they are an athletic family, they are fairly normal in many aspects. They are middle
class and speak English. Both of her parents work as criminal investigators, but none of the
children can work due to sports and schoolwork. Getting good grades is a priority within the
household. In this case, my student falls into the category of student-athlete.
My observation took place within the household environment after school before she had
to leave for softball practice. The interviews also took place at night when she came home from
softball. I spent about 5 hours over the span of three days observing this student. I watched her
do homework and complete all of her assignments. There were many aspects I noticed, in which
the child was similar to myself while I observed her as she completed her homework. She would
become stressed if she did not arrive at the right answer, but she would also be relieved when she
was correct. She was a hard-worker and very dedicated to finishing her homework before
practice begun. She would leave school at 11:00 am and get home and begin working until it was
time to leave at 1:30 pm.
Physical
The child I observed meets all physical developmental milestones. She is fully matured
and involved in a sexual relationship. She is aware of the consequences of sexual activity, and
she is currently using birth control to avoid pregnancy. At this age, many children are essentially

CASE STUDY

done maturing, which means they are almost fully grown adults but not quite (DSHS
Fosterparentscope Training, n.d.). In her case, she is done maturing. She looks much older than a
17 year old high school student. I asked her if she has ever been mistaken as being an older adult
and her reply was always. In a few restaurants, she was asked if she would like a drink. The
physical aspects of her age group were all met. She does not lack any physical or sexual
behaviors for her age.
According to Snowman, many significant changes in physical development happen
during adolescence (p. 65). Both boys and girls gain weight and grow taller at this time. Students
will also become sexually active at this stage in life. My student stands at a tall 511 and weighs
somewhere in the neighborhood of 160 pounds. She is sexually active as well. She meets the
physical aspects that Snowman describes at the high school stage.
Physiological needs under Maslow discuss food, water, and oxygen. My student eats
plenty of food and drinks plenty of water. As an athlete, it is critical that she gets the right
nutrients and stays hydrated by drinking lots of water. She eats healthy foods and tries to stay in
top physical shape to compete at her highest level.
Emotional
When it comes to this characteristic, my student displays all of the normal behaviors. She
constantly worries about failure. Many teens of this age may worry about failing (DSHS
Fosterparentscope). She believes failure is not an option for someone like her. From an athletic
perspective, she hates losing and cannot accept failure. She will work until she succeeds. For
school purposes, she is the same way. Receiving straight As is her goal each and every school
year. She is currently on track to graduate with an advanced honors diploma, which means she
will graduate with a GPA over 4.0. As a teenager, she can be moody, angry, and stubborn, etc.

CASE STUDY

This is common among most teenagers, especially high school females (DSHS
Fosterparentscope). Since she will be going away to college on her own, she exhibits the
conflicting feelings about dependence/independence. As of right now, she is dependent upon her
parents for most things such as: money, food, cell phone, laundry, etc. While she is away from
her family next fall, she will have to take care of herself and the tasks that come with adulthood.
Coming from a college student, I know how hard this transition can be. I can relate to what she
will feel when she leaves to start this new chapter of her life.
According to Snowman, many psychiatric disorders develop or appear more prominent
during adolescence (p. 67). Other disorders are apparent which include: eating disorders,
depression, suicide, substance abuse, and schizophrenia (Snowman, p. 67). I know this student
personally and she does not abuse any substances. She does not have any eating disorders.
However, she does suffer from depression. Like many teenagers, she feels isolated and moody at
times. She is a very hard worker and does not like to fail. When she does, she feels worthless and
makes herself believe she will not succeed. Another cause of her depression is going to college.
Although she cannot wait to begin her studies in marine biology, she realizes that she will be on
her own once she leaves. The idea of being on her own scares her and makes her feel like she
may not be able to handle it. Making the transition from high school to college might be tough
on her.
In Maslows third level (belongingness and love), my students meets these needs
exceptionally. Her family shows her plenty of affection, and her friends accept her for who she
is. Her parents love and care for her. She does not have many friends, but that is a personal
choice. Having few friends does not necessarily mean she is not accepted by others. She also

CASE STUDY

meets the safety needs proclaimed by Maslow. She looks towards her parents for nurturance and
money. She is financially dependent upon them and they take care of her.
Intellectual/Cognitive
Unlike the normal behavior, my student says that she does not feel she is lacking with her
self-assurance. Many individuals seem to miss the feeling of self-assurance at this age. (DSHS
Fosterparentscope). She is quite confident with her lifestyle as of right now. Personal skills and
abilities seems to be intact coming from her. This may be because she has been preparing to
become an adult for quite some time. Attending college has always been a part of her future
plans. Seeing that she has been thinking of college over the past few years, she feels self-assured
in her mind. Her main study has been marine biology, and she will major in this subject once she
moves onto college. Being seriously concerned about the future was another common behavior
in this category (DSHS Fosterparentscope). For this reason, she excels in that aspect. She tells
me planning for her future career has been a long process. Receiving a doctorate is her biggest
goal before she enters the work field. After she finishes this part of her degree, she strives to
become a top researcher as a marine biologist.
According to Piaget, there are four stages of cognitive development which are:
Sensorimotor (Birth to 2 years), Preoperational (2 to 7 years), Concrete Operational (7 to 11
years), and Formal Operational (11 years and older) (Snowman, p. 25). He claimed there were
differences between the ways older and younger children thought. My student (17) would fall
within the formal operational stage, which means that a student is able to deal with abstractions,
form hypotheses, solve problems systematically, and engage in mental manipulations
(Snowman, p. 25). She is a very intelligent young woman. During my observations I was able to
spot the way she thought while doing her math homework. She came across a problem, and

CASE STUDY

within seconds, she was able to rule out three multiple choice answers just because she knows
what form the solution had to be in. This is a characteristic that Piaget found in his experiments
that are mentioned in the text (rod/weight experiment) (Snowman, p. 28).
According to Vygotsky, well designed instruction is like a magnet (Snowman, p. 36).
He suggested if instruction is guided just ahead of what a student already knows, it will push
them forward to learn things they cannot learn on their own. The zone of proximal development
(ZPD) was discovered by Vygotsky. ZPD is the difference between what a child can achieve on
his or her own and what he or she can do with help from others. My student takes AP college
courses at her high school, therefore I would assume she has a high ZPD. She is very intelligent
and receives outstanding grades. She does, however, struggle with math at times. A good
example of Vygotskys ideas is represented through her homework. The school uses an online
math software that gives hints to users if they are stuck on the problem. The hints help students
solve problems they do not know. This example is exactly like the one our text describes. Using
the math skills she has already acquired, the hints assist her in arriving at the solution.
According to Sternberg, a part of what makes an individual intelligent is the ability to
achieve personal goals (Snowman, p. 74). He formulated the triarchic theory of intelligence
which suggests that intelligence is composed of practical, creative, and analytical components.
He believes how people use their practical intelligence to adapt to their environment is a vital
element. Accomplishing personal goals is a major aspect to his theory. Sternberg states, A way
to accomplish personal goals is to understand and adapt to the values that govern behavior
(Snowman, p. 74). My student has accomplished her prime goal. She always wanted to play
college softball, and as of right now, she has accepted a full-ride to play at Drake University.
Lots of hard work and dedication has led her to this point in her life. Keeping up in school and

CASE STUDY

constantly practicing to get better at her sport is what it took to get to where she is. Sternberg
uses an example of conforming to authoritys values as one way to achieve goals. Authority in
her case would be her college softball coach. He told her that she needed to do well in school in
order for the coach to sign her. My student took initiative and propelled herself toward the top of
her class. Her talent on the field is essential towards her scholarship, but schoolwork is just as
important.
According to Gardner, there are eight types of intelligences. He refers to this as the theory
of multiple intelligences. This suggests that intelligence is composed of eight independent
capabilities. The intelligences are as follows: Logical-mathematical, Linguistic, Musical, Spatial,
Bodily-kinesthetic, Interpersonal, Intrapersonal, Naturalist (Snowman, p. 75). The main idea
behind this theory is that individuals are more intelligent in one or more areas than they are in
another. For example, a math teacher would be highly skilled in mathematics, but not as smart
when it comes to music and sounds. My student would most likely fall into the bodily-kinesthetic
category because she is a softball player. She knows how to use her body accordingly and handle
objects skillfully. Since she will be majoring in marine biology, she would more than likely
exhibit a high intelligence in the naturalistic (environmental) category as well.
Under Maslows Hierarchy of Needs, she meets the needs of self-actualization at a high
level. This category suggests maximizing ones potential. She will be attending university in
Iowa, where she will study marine biology. In that field of study, she would like to achieve a
Masters Degree. Not only does she want to maximize her potential in the classroom, she aspires
to one day play for the Team USA softball squad. She will fulfill her dream of becoming a
marine biologist while also improving her skills on the softball field.

CASE STUDY

In order to further her development, I recommend my child to begin focusing on all


things that concern marine biology. Since she wants to work within that field, it would be best if
she becomes highly skilled in that area. According to Gardeners theory of multiple intelligences,
individuals will more than likely display different levels of skills in each domain (Snowman, p.
75). Being in skilled in the domain that fits your work environment will surely benefit her. As a
marine biologist, she should set her mind towards the naturalistic intelligence. She will not need
to be intelligent in the musical or linguistic intelligences for example. I believe that a student
who gains as much knowledge as possible within their domain will put them on the right track to
success.
Social/Psychosocial
She only qualifies for half of the normal characteristics listed within the social category.
Her relationship with her parents, without a doubt, ranges from hostile to friendly (DSHS
Fosterparentscope). I noticed this from a few conversations I observed. She can be nice when
talking with her parents, but she can also display some attitude in certain responses towards her
parents. I believe this is due to the topic of concern. When she leans toward hostile, the
conversation had something to do about topics she found annoying or uninteresting. These topics
were dealing with her day at school or her softball coaches. For someone who does very well in
school, I was told that she does not enjoy it whatsoever. Her teachers and softball coaches are not
of her liking. She actually opened up somewhat about these topics. I found similar traits between
the two of us. Since I attended the same high school, I know what it is like to have both teachers
and coaches that I dislike. The other behavior she belongs to is the romantic relationship. She has
been dating the same person for over a year. From what I am told, she hopes to marry him in the
future.

CASE STUDY

On the other hand, she does not feel that her parents are too interested in her life. To her,
too interested means that her parents would be up in her business all the time. As for the
friendships, she keeps her circle small. Instead of having a hundred pennies, she prefers four
quarters. This behavior is also paired with being comfortable with the opposite sex. Stated earlier
in the paragraph above, she is committed to someone and plans to spend her life with him.
According to Erikson, this stage contemplates identity versus role confusion (Snowman,
p. 19). The goal at this stage is to have a developed set of roles and skills that prepare individuals
for their spot in this world. Erikson suggests role confusion as a problem at this stage. Role
confusion is the uncertainty as to what behaviors will elicit a favorable reaction from others
(Snowman, p. 19). My student is not experiencing any role confusion. She has her mind set on
who she is and what she wants to do. She wants to study marine biology and become a biologist
after college. She has known for quite some time she would pursue this field of study. This is
another case Erikson describes that my student does not exhibit. Since she has made a firm
career choice, she does not enter psychosocial moratorium. Psychosocial moratorium is a period
of delayed commitment (Snowman, p. 20). People who experience psychosocial moratorium
have not chosen a career. My student has not experienced psychosocial moratorium. James
Marcia follows this up with identity statuses.
According to Marcia, identity statuses are styles or processes for handling the
psychosocial task of establishing a sense of identity (Snowman, p. 21). Marcia explains that
creating a fixed identity is based upon crisis and commitment. Crisis is defined as the time
during adolescence when the individual is in the process of choosing possible career choices, and
commitment is the amount of time a person invests in deciding whether or not to choose the
career. Marcia refers to four stages: Identity diffusion, Foreclosure, Moratorium, and Identity

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achievement. My student belongs to identity achievement. In Marcias eyes, a person of this


status is experienced and has considered possible positions within the occupation and is strongly
committed (Snowman, p. 21). She also shows the characteristics that Marcia describes of which
include planning and logical decision making. From my own observation, she has considered the
possible occupational roles in marine biology, and she has planned to go earn a Bachelors
Degree in that subject.
In order to further her development, my student should avoid role confusion. She has had
a very good idea of who she is and what she want to do with her life. Up until this point no role
confusion has occurred and she has created an identity. According to Erikson, students who
cannot make a sense of stability in their lives experience role confusion (Snowman, p. 19). Since
she has chosen to become a marine biologist, she has established who she is and will be.
Knowing who she is and what she wants to do will help benefit to her successes.
Moral
This category is tough to detail exactly. She is neither confused nor disappointed with
values and behaviors of family members, but she does show feelings of anger and frustration
(DSHS Fosterparentscope). These feelings exist because her school life is stressful at times.
Working hard and trying to get along with her softball coaches puts her in a bad mood at times. I
observed that she is not always motivated to do her work, but she completes it anyways because
she needs to do well in school in order to graduate with high honors. Also, experiences with her
softball coaches can deter her from being happy. After talking for quite a while about her softball
coaches, I can see why she does not like them. My student will attend a school functioned
activity later this March that will keep her away from an important softball tournament.
Unfortunately, her coaches stated that she will miss playing time when she come back because of

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her absence. This upsets her because she is the best player on the team. In fact, she is the only
player with a full ride scholarship to play softball at a division one college. The school function
is important to her because it is set up for environmental science majors. This school trip is a
great way for her to finally explore the marine biology field. Conflicting events between softball
and school have stirred up anger with her coaches. As a student-athlete, schools comes first so
she should not worry. Plus, she has already committed to playing in college, so missing a few
games in high school will not hurt her reputation.
The other behavior suggest engaging in sexual activity (DSHS Fosterparentscope). She
does not engage in sexual activity to be considered an adult. I believe she does so because she
has been in a long-term relationship. She does not do it out of maturity, but instead out of love
for her partner.
According to Piaget, moral development differed between younger and older children.
Piaget developed two ideas concerning moral thinking. These ideas were called morality of
constraint and morality of cooperation. Morality of constraint pertains to children younger than
10 years of age. He believed that children held sacred rules that permitted no exceptions and did
not make any allowance for intentions (Snowman, p. 40). As for older children, they believed
rules were flexible and they also took intentions into consideration. Older children base their
judgment on the guilt of intent while younger children do not. As for my student, she would
more than likely portray the ideas of Piagets morality of constraint since she is older. I do recall
my student having a conversation with her mother regarding another students misbehavior. The
child they were speaking of was in the process of being suspended. My student believed she
should be suspended for no less than three days for her actions. She based her judgment on the
intentions of the offender as she should have according to Piaget.

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According to Kohlberg, moral reasoning proceeds through fixed stages and could be
accelerated through instruction (Snowman, p. 41). Kohlberg devised six stages. They were
divided into preconventional, conventional, and postconventional morality. Preconventional
referred to younger children (ages 8 and under) and suggested avoiding punishment to receive
benefits in return (Snowman, p. 42). Conventional was aimed towards both children (ages 10 or
so) and adolescents. This type of morality suggested impressing others and respecting authority
(Snowman, p. 42). Postconventional was intended for adults and was based on mutual
agreements along with consistent principles (Snowman, p. 42). I could not remember any
observations that I made while I was with my student that were relevant to Kohlbergs ideas. For
that reason, I gave her a call and relayed Kohlbergs story from our text to hear her thoughts. She
believed the man should have sold him the drug with the money he had and then pay him the rest
later. This means my student believes in postconventional morality. A mutual agreement should
have been made.
According to Gilligan, female moral development differs from that of males. Gilligan
argued that females care less about separation and independence and more about remaining
loyal to others through expressions of caring, understanding, and sharing of experiences
(Snowman, p. 43). She believed that detachment was a moral problem. Last, Gilligan suggested
females have a lower level of moral development compared to men due to their value of such
qualities previously listed (Snowman, p. 43). My student is on the verge of becoming
independent. She will leave for college in a few short months and be on her own for the very first
time. I mentioned earlier that my student is completely dependent on her parents. For this reason,
she would be exhibiting Gilligans views. Also, she is caring and understanding of others. During
my observation, she actually took time out of her day to speak to a friend in need. I am not sure

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of what the friend was going through, but my student showed signs of caring just by stopping in
the middle of her homework to speak with said friend.
According to Noddings, there is a human desire for goodness called moral attitude
(Snowman, p. 44). Noddings developed care theory which focuses on whether or not a caring
relationship actually exists (Snowman, p. 44). Both Noddings and Gilligan argue against
Eriksons and Kohlbergs theories. In these cases, males and females differ in orientation. Men
are more justice-orientated while females are more caring-orientated. However, both males and
females exhibit both orientations to different degrees. My observations show that my student is
care oriented toward her friends. I firmly believe a caring relationship exists between her and her
best friend. She spends lots of time with this individual and helps her get through school and life
crises. For example, the phone call mentioned in the previous paragraph shows her caring side.
In order to further her development, I believe my student should follow Eriksons and
Kohlbergs views. Both psychologists emphasize separation from parental authority and societal
conventions (Snowman, p. 43). They believe they should shift their loyalty from parental
authority to abstract principles such as self-reliance and independence (Snowman, p. 43). I
believe since she will be on her own for the first time, following these views will help become
herself to more of an extent. She has always relied on her parents, but she is all grown up now. I
would recommend backing away from her parents to become more of an indivudal by herself.
Like all of us, our parents will not always be there. Learning to live for ourselves is crucial to
becoming a successful adult.
Summary
For the most part, my student met the majority of normal behaviors among this age
group. She is physically developed and sexually active. The future worries her, and she shows

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signs of anger and moodiness. Also from the emotional perspective, she is in a romantic
relationship. Intellectually, she has planned for college for a long time and is ready to start a new
life to prepare for her future. Unlike many people her age, she does not feel a lack of selfassurance. Socially, she can show both hostility and friendliness to her parents. She does not like
her school, nor does she have many friends. The moral perspective has obscured views. She can
show anger and frustration, but not because of discrepancies with stated values and behaviors. In
many areas, she is where she needs to be. Succeeding with both her school work and softball
talents, my student is on the right track for a healthy future. However, in order to pass through
the next level, she must overcome all crises.

References
DSHS Fosterparentscope Training (n.d.). Child Development Guide. Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
Snowman, J. & McCown, R. (2013). ED PSYCH. Belmont, CA: Wadsworth, Cengage Learning.

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