CASE STUDY

OF A CHILD
AGE 16

ADAMARYS HERNANDEZ

EDU 220-1001
 BRIEF OVERVIEW
16 YEAR OLD OBSERVATION
PHYSICAL DEVELOPMENT
– Sleep more
– Boys continue to grow in height
– Puberty
EMOTIONAL DEVELOPMENT
– Looks and fitting in are important
– More independence
– Periods of sadness
SOCIAL DEVELOPMENT MORAL DEVELOPMENT
― Enter relationships for ― Value rules but also negotiate
intimacy ― Change their values to fit in
― More confidence ― Decision they make effects
― Resistance to peer pressure others around them
― Aware of sexual orientation
COGNITIVE DEVELOPMENT
― Language changes between
school, home and other
settings
― Define work habits
― Explain thoughts or decisions
TYPICAL PHYSICAL
DEVELOPMENTS
– Puberty
– Is generally becoming more agile
– Girls need help with the mood swings of
PMS
– Boy are having voice changes
(Medline,2017)
PHYSICAL DEVELOPMENT
ACCORDING TO SNOWMAN

– MOST STUDENTS REACH PHYSICAL MATURITY AND VIRTUALLY ALL ATAIN PUBERTY
– MANY BECOME SEXUALLY ACTIVE
– BIRTHRATE AND SEXUALLY TRANSMITTED DISEASES IS HIGH

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

OBSERVATION

THE 16 –YEAR- OLD BOY I OBSERVED FIT IN COMPLETELY WHEN IT

CAME TO HIS SLEEPINESS AND PUBERTY. I’VE KNOW THIS BOY SINCE
HE WAS A BABY AND HIS VOICE HAS CHANGED DRASTICALLY.
EVERYTIME I WOULD CHECK ON WHAT HE WAS DOING DURING THE
WEEKEND HE WAS OFTEN IN BED EITHER TAKING A NAP OR GETTING
READY TO. HE HAS STARTed GROWING A LOT OF FACIAL HAIR AND
HIS HEIGHT SEEMS TO KEEP GROWING.
RECOMMENDATIONS

– UNDERSTAND THEIR APPETITE IS GOING TO BE VERY LARGER

– NEEDS FOR SLEEP INCREASES AND THEY MAY SLEEP QUITE LATE ON THE
WEEKENDS
– OILY SKIN AND ACNE MAY BE PROBLEMATIC
– RAPID GROWTH CAUSES CLUMSINESS AND LACK OF COORDINATION
– SEXUAL DESIRES AND FANTASIES INCREASES
TYPICAL EMOTIONAL
DEVELOPMENT

– VIEWS PARENTS AS PEOPLE RATHER THAN RULE MAKERS

– SEEKING “A CAUSE”
– WORRIES ABOUT FAILURE
– MAY APPEAR MOODY, ANGRY, STUBBURN, IMPULSIVE ETC
– WANTS TO FEEL INDEPENDENT

(Medline,2017)
EMOTIONAL DEVELOPMENT
ACCORDING TO SNOWMAN
– ALMOST 45 PERCENT OG HIGH SCHOOL STUDENTS REPORTED DRINKING IN THE
PREVIOUS 30 DAYS
– 38% USED MARIJUANA ATLEAST ONCE IN THEIR LIFETIME
– EATING DISORDERS, SUBSTANCE ABUSE, SCHIZOPHRENIA, DEPRESSION, AND
SUICIDE IS COMMON
– MOST COMMON IS DEPRESSION
– IF DEPRESSION IS SEVERE, SUICIDE MAY BE CONTEMPLATED

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

OBSERVATION

– MY 16 YEAR OLD WAS MOODY MOST OF THE TIME. HE WAS VERY STANDOFFISH
AND DID NOT LIKE TO INTERACT TOO MUCH WITH HIS PARENTS UNLESS IT WAS
NECESSARY. I COULD SEE HE LIKED TO BE ALONE AND IN HIS OWN SPACE UNTIL
HE WAS READY TO INTERACT WITH OTHERS. I THINK HE MAINLY WANTED TO BE
ALONE BECAUSE HE HAD CONTROL OVER EVERYTHING IN HIS ROOM AND DID
THINGS HIS WAY.
RECOMMENDATIONS

– BE AVALIABLE TO TALK AND LISTEN

– ACCEPT NEED FOR SEPERATION
– UNDERTAND WHAT THEY ARE FEELING
– DON’T OVERREACT
– DO NOT PUNISH RIGHT AWAY
TYPICAL COGNITIVE
DEVELOPMENT
– SHOW AN INCREASING ABILITY TO REASON AND MAKE EDUCATED GUESES
– START TO THINK MORE ABSTRACTLY
– THINK ABOUT WAYS TO DEAL WITH SITUATIONS
– BEGIN TO SET THEIR OWN GOALS
– UNDERSTANDS CONSEQUENCES OF THEIR ACTIONS
– DEVELOP STRONG SENSE OF RIGHT AND WRONG

(Medline, 2017)
Cognitive Development According to
Piaget and Vygotsky

Piaget Vygotsky
– Learns through active self-discovery – Driven by social interaction and
– Learn only when ready experience within a culture

– Inbuilt tendency to adapt to new – Learns through instruction and

experiences guidance
– Can be accelerated

(Snowman, J. & McCown, R., 2013,P.28

& 33)
OBSERVATION

– WHEN SPEAKING PERSONALLY WITH MY TEEN I GOT A LOT OF INSIGHT ON

WHERE HE SEES HIMSELF IN THE FUTURE. HE IS VERY PRESISTENT ON WHERE
HE WILL GO AFTER HIGH SCHOOL AND HOW HE WILL GET THERE. HE WANT TO
MAKE IT BIG IN LIFE OS HE CAN TAKE CARE OF THE FAMILY AND BE EVERYTING
HE IMAGINED HIMSELF TO BE. HIS FUTURE IS HEAVILY THOUGHT ABOUT WHEN
IT COMES TO HIM AND I THINK HE HOLDS HIMSELF AT SUCH A HIGH
EXPECTATION DUE TO HIS AGE.
RECOMMENDATIONS

– LISTENING
– ENCOURAGE AND TALK ABOUT PLANNING FOR THE FUTURE
– BE WILING TO BE WRONG AT TIMES
– ALLOW TIME FOR THEM TO EXPLORE THEIR OPTIONS
TYPICAL SOCIAL
DEVELOPMENT

– RELATIONSHIP WITH PARENTS RANGE FROM FRIENDLY TO HOSTILE

– ROMANTIC RELATIONSHIPS ARE QUITE TENSE
– MAY TALK OF MARRIAGE
– HAVE MANY FRIENDS OF BOTH SEXES WITH THE SAME INTEREST
– FRIENDSHIPS ARE VERY IMPORTANT

(University of Washington, 1993)

SOCIAL DEVELOPMENT
ACCORDING TO ERIKSON

– IDENTITY VS. ROLE CONFUSION

– BECOMING MORE INDEPENDENT AND WANT TO BELONG TO A SOCIETY AND FIT IN
– SEARCH FOR A SENSE OF SELF AND PERSONAL IDENTITY
– LEARN THE ROLES THEY WILL OCCUPY AS AN ADULT
– REEVALUATE SEXUAL OR OCCUPATIONAL IDENTITY

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

OBSERVATION

– WHILE OBSERVING MY TEEN I BELIEVE THE MOST RELATABLE DEVELOPMENT

WAS SOCIAL. HE OFTEN SPENT MAJORITY OF HIS TIME COMMUNICATING WITH
HIS FRIENDS THROUGH ANY OUTLET HE COULD AND WHEN SOMEONE TRIED
TO INTERUPT THAT IT TURNED OUT FOR THE WORSE. WHEN THE PARENTS
WOULD TRY TO INTERACT WITH HIM THERE WAS NO GUARANTEES WHAT
MOOD THEY WOULD GET FROM HIM. THE PARENTS OFTEN LET HIM BE AND
HAVE HIS SPACE, BUT HE SEEMED MOST PLEASED WHEN HE WAS ABLE TO
SPEAK WITH HIS FRIENDS AND ZONE OUT WITH THEM ON THE GAME.
RECOMMENDATIONS

– TRY NOT TO PRY

– AVOID DISAPPROVAL WHEN IT COMES TO RELATIONSHIPS
– SET EXPECTATIONS
– ACCEPT THE INTEREST IN OTHER SEXES
– PROMOTE ENVIORMENTS WITH DIFFERENT AGE GROUPS
– MAINTAIN A GOOD RELATIONSHIP
– BE FRIENDLY
TYPICAL MORAL
DEVELOPMENT

– ARGUING SKILLS IMPROVE

– CONFUSED AND DISAPPOINTED ABOUT DISCREPANCIES BETWEEN VALUES AND
BEHAVIORS OF FAMILY OR FRIENDS
– EXPERIENCE FRUSTRATION, ANGER,SORROW AND ISOLATION
– INTERESTED IN SEX AS A RESPONSE TO PHYSICAL-EMOTIONAL URGES
– A WAY TO PARTICIPATE IN THE ADULT WORLD

(University of Washington, 1993)

MORAL DEVELOPMENT
ACCORDING TO KOHLBERG
– BECOMES AWARE THAT RULES/LAWS MIGHT EXIST FOR THE GOOD
– SOMETIMES THEY WILL WORK AGAINST THE INTEREST OF PARTICULAR
INDIVIDUALS
– IGNORES MAJORITY OPINION WHEN THEY BELIEVE THEY ARE RIGHT

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

OBSERVATION

– WHAT I WAS ABLE TO SEE MOST REGARDING THIS DEVELOPMENT WAS THE
SENSE OF UNDERSTANDING. MY TEEN OFTEN DID NOT WANT TO LISTEN TO
OTHERS OPINION WHEN IT CAME TO SOMETHING THEY FELT THEY WERE
STRONGLY RIGHT IN. IF OTHERS TRIED TO STATE OTHERWISE HE FELT ATTACKED
AND PUT UP A WALL OF DEFENSE. IT WAS MORE OF HIM KNOWING HE IS RIGHT
AND HIM STICKING BY THAT DECISION NO MATTER WHAT IT TOOK.
RECOMMENDATIONS

– BE OPEN TO DISCUSS AND APPRECIATE DIFFERENT VALUES

– DON’T MORALIZE
– UNDERSTAND SEX IS NATURAL
– PREPARE THEM WHEN THEY ARE SEXUALLY ACTIVE
– BE SENSITIVE TO THEIR THOUGHTS AND FEELINGS
– UNDERSTAND YOUR OWN PERSPECTIVES WHEN IT COMES TO VALUES
REFRENCES

Medline (2017). Adolescent Development. Retrieved

from https://medlineplus.gov/ency/article/002003.htm (Links to an
external site.)Links to an external site.
Snowman, J. & McCown, R. (2015). Psychology Applied to Teaching, 14th
ed. Stamford, CT: Cengage Learning.
University of Washington. (1993). Child development: Using the child
development guide. Retrieved from
http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd0
htm