Case Study of a Child

Age 14
EDU 220 1003-1004
By Julie Shaw
 Overview

Cognitive – Beginning to
Physical – Rapid physical
Emotional – Possible examine the world
growth; Enjoys music
depression; Few friends around him; Good with
and sports
siblings

Moral/Character/Philos
Psychosocial/Social –
ophical – Good sense of
Enjoys online gaming;
right and wrong; Civil
Few friends
and obedient
Physical
 • “The sudden and rapid physical changes that
adolescents go through make adolescents very self-
conscious. They are sensitive, and worried about their
own body changes. They may make painful
comparisons about themselves with their peers.”
(Center for Disease Control and Prevention 2017)
• “During adolescence, it is normal for young people to
begin to separate from their parents and make their
Typical own identity. In some cases, this may occur without a
problem from their parents and other family members.
Behavior However, this may lead to conflict in some families as
the parents try to keep control.” (Center for Disease
Control and Prevention 2017)
• “Increased likelihood of acting on sexual desires.”
(University of Washington 1993)
 • Development varies – Some boys will
continue to grow beyond high school.
Typical (Snowman pg. 101)

Development • Sexual desires become heightened.

(Snowman pg. 101)
Level According • Acne is prevalent and can lead to self-
to Snowman consciousness. (Snowman pg. 101)
• Early maturation can cause boys to become
depressed. (Snowman pg. 101)
Observation of a 14-year-old boy – Physical Characteristics

• Meets developmental milestones

• The 14-year-old boy I observed is developing rapidly. He has reached 6’0” and has
gained 10 pounds recently. Mom is concerned about potential obesity.
• He is Mexican-American; born in the United States.
• Pornography was found and his parents are unsure how to handle the discovery.
• Depression seems to be a possible concern.
• Facial changes have occurred. He looks older than most kids his age. He is dealing
with acne and it makes him self conscious, especially at school.
Recommendations for Continued Physical
Development

• Discuss the normalcy of sexual desires with the child in a non-threatening

manner. Talk about consequences of sexual behavior. Teach about birth control
methods. (Child Development Institute 2015)
• Explain to the child that acne is normal and will clear up later. Explore possible
diet/medication with a doctor to help treat acne. (University of Washington 1993)
• Speak with a child psychologist about possible depression related to early
maturation. (Centers for Disease Control 2017)
• Give frequent praise about appearance to help boost self confidence. (University
of Washington 1993)
Emotional
• “Intimacy vs Isolation” (Ellsworth 1999)
• “Self-reliance becomes important” (Ellsworth
1999)
• “Worries about grades, appearance, and
popularity; is withdrawn, introspective.”
(University of Washington) Typical
• “There is an emerging sense of self identity, of
who and what the person is becoming.”
Behavior
(Ellsworth 1999)
• “There is a deepening need to reach out, give
of the self and meet the needs of less fortunate
others.” (Ellsworth 1999)
 • “The most common type of emotional
disorder during adolescence is depression.
The most common forms of depression,
from least to most serious, are depressed
mood, depressive syndrome, and clinical
depression. Depressed mood is primarily
Typical characterized by feelings of sadness or
unhappiness, although emotions such as
Development anxiety, fear, guilt, anger, and contempt are
frequently present, as well (Peterson et al.,
Level According 1993).” (Snowman pg. 104).
to Snowman • “Latino teens are more likely than White or
Black teens to consider a suicide attempt
(15.9 percent, 14 percent, and 13.2 percent,
respectively) and to make a suicide attempt
(10.2 percent, 5.6 percent, and 7.7 percent,
respectively) (Centers for Disease Control
and Prevention, 2008).” (Snowman pg. 104)
 Observation of a 14-year-old boy – Emotional
Characteristics
• Meets developmental milestones.
• Parents, especially mom, is trying to keep him at home with the family. There is
resistance from parents when their child wants to socialize outside of home or work.
• Child has expressed he wants to study music and has interest in the arts. Parents are
not on board with this idea. They want him to focus on a more lucrative career path.
• He has few friends and spend most of his time at home on the internet and playing
games. He finds social activity through these outlets. Parents seem to be naïve to his
use of the internet. Monitoring of online activities is not happening.
Recommendations for Continued Emotional
Development

• Since there is a concern for depression, allow more independence for the child.
Child’s parents are having difficulty letting go and encouraging independence
outside the home. Statistics show that Latino teens have a higher rate of suicide.
(Snowman pg. 104)
• Again, with depression being a possible issue, encourage the child to volunteer
outside the home with church or other community activities. (University of
Washington 1993)
• “The teenager's quest to become independent is a normal part of development.
The parent should not see it as a rejection or loss of control. Parents need to be
constant and consistent. They should be available to listen to the child's ideas
without dominating the child's independent identity.” (Centers for Disease
Control 2017)
Cognitive
• Formal Operations – Piaget
• “Formal Operations are in effect in both
mathematical and verbal domains.” (Ellsworth
1999)
• “Reasoning ability and logic give a sense of
pleasure.” (Ellsworth 1999)
• “Thoughts and ideas appear to be ways to
Typical
solve problems and facilitate change.”
(Ellsworth 1999)
Behavior
• “The student often wishes to "change the
world based on ideas and the shear will to
make a difference, solve problems.” (Ellsworth
1999)
 • “High school students become increasingly
capable of engaging in formal thought, but
they may not use this capability.” (Snowman
Typical pg. 106).
• Find ways to allow for function as formal
Development thinkers. (Snowman pg. 106)
Level According • Egocentrism diminishes through social
interactions. Teenagers develop an ability to
to Snowman see other points of view. This can be
enhanced using the internet and utilizing
programs such as Kid link. (Snowman pg.
108)
 Observation of a 14-year-old boy – Cognitive
Characteristics
• Meets developmental milestones.
• Child is beginning to think about the world around him. He is mildly concerned about
social and political issues such as who our next President in the United States will be.
• Enjoys helping with his younger siblings.
• Average to above average grades.
• Child is demonstrating impressive skills related to technology.
Recommendations for Continued Cognitive
Development

• “Encourage exploration of thought and deed; provide books, library card, etc.”
(University of Washington 1993)
• Discuss ideas with the child without putting down his ideas. Avoid arguments.
(University of Washington 1993)
• Use this time to show how the child can become a formal thinker. Although the
child may seem independent, he still views parents as knowledgeable, authority
figures. (Snowman, 2015)
Psychosocial/Social
Typical Behavior
• Identity vs Role Confusion - Erikson
• “Family conflict may lessen due to student equilibrium, but it will resume if a
basic appreciation for each member as a person in not achieved or practiced.”
(Ellsworth 1999)
• “Usually feels parents are too restrictive; rebels.” (University of Washington 1993)
• Friends of the teenager can be disliked by the parents according to The Child
Development Institute. They recommend allowing the child to continue the
friendship even if the parent(s) dislike them. (Child Development Institute 2019)
• “Needs less family companionship and interaction. (University of Washington
1993)
• This is a good time for sports. (Child Development Institute 2019)
 • “During adolescence, children become
capable of taking a somewhat detached and
analytical view of their own behavior.”
(Snowman pg. 95)
• “Concerns arise about gender roles and
Typical occupational choice. Different identity
statuses become apparent.” (Snowman pg.
Development 101)
Level According • Peer have largest influence (Snowman pg.
103)
to Snowman • Boys seek out friendships based on skills
and interests (Snowman pg. 103)
• Parents, teachers and counselors influence
career decisions more than peers.
(Snowman pg. 103)
 Observation of a 14-year-old boy – Psychosocial/Social
Characteristics
• Meets developmental milestones.
• Child has few friends. It was apparent that he does not have much of a social life
outside of school. Parents are restrictive of friends.
• Staying home with family is mandated for much of the day outside of school. Part of
the reason is a necessity to help parents with caring for younger children, but this
greatly reduces his time with friends.
• His social interactions primarily happen using online gaming platforms. He enjoys his
time with friends he has never met in person, but there are relationships which have
developed.
Recommendations for Continued
Psychosocial/Social Development

• Give the child space to breathe. Set clear boundaries between the parent and
child. (Child Development Institute 2015)
• Sports will give an opportunity for social activity, among meeting other
developmental milestones. (Child Development Institute 2015)
• Allow for friendships to resume even if there is a conflict between the parent and
child’s friend. Parent needs to realize that the child is becoming an adult and
needs to practice making decisions. (Child Development Institute 2015)
Moral/Character/Philosophical
Typical Behavior
• Law and Order Stage - according to Kohlberg
• “Laws may take on a new meaning as a source of security and honor.” (Ellsworth
1999)
• “Knows right and wrong; tries to weigh alternatives and arrive at decisions alone.”
(University of Washington 1993)
• “There may be recognition of the need to establish a belief system for self - not a
reflection of childhood or peers and a sense of the importance of meeting the
best good society.” (Ellsworth 1999)
• “For the good of all” (Ellsworth 1999)
• “Is concerned about fair treatment of others; is usually reasonably thoughtful; is
unlikely to lie.” (University of Washington 1993)
 • “Stage 4: Law-and-order orientation. To
maintain the social order, fixed rules must
be established and obeyed. It is essential to
Typical respect authority.” (Snowman pg. 61)
• Laws must be adhered to or society will fall
Development apart. (Snowman pg. 61)
Level According • “It is essential to respect authority.”
(Snowman pg. 61)
to Snowman • “Morality of cooperation, conventional
level” (Snowman pg. 101)
 Observation of a 14-year-old boy –
Moral/Character/Philosophical Characteristics
• Meets developmental milestones.
• This child has a good sense of right and wrong. He is apt to follow the rules so he
may avoid punishment.
• His character is well rounded, and he has demonstrated he can interact with
different people. He has a high level of respect for any authority figure in his life.
• He wants people to be civil. He mentioned his cousin was arrested and seemed
upset with his cousin for breaking the law. He is unable to understand the nuances in
life right now.
Recommendations for Continued
Moral/Character/Philosophical Development

• Ask child to seek out friendships which offer positive peer pressure. Use role play
to act out scenarios regarding potential negative peer pressure in the future.
(Child Development Institute 2015)
• Encourage child’s decisions. Create opportunities for the child to make decisions.
(University of Washington 1993)
• Parents need to keep in mind that he is becoming an adult and the transition
towards respect is essential. (University of Washington 1993)
References