Case Study of a

Child Age 17
Gabriela Werner
EDU 220
 ABSTRACT
★ Child observed does not fit into Snowman’s observations well.
★ Child observed is quite emotional.
★ Child observed is not increasingly social.
★ Child observed is intellectual.
★ Child observed does have specific morals.
PHYSICAL
BEHAVIORS
★ Middle school is not fondly remembered by most.
★ Reasons include body changes.
★ Can lead to self-doubt, i.e. “I’m not good at anything.”
★ May result in self-consciousness, like “what are you staring at?”
★ High school is usually better for most.

Child Development Institute (2015). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
TYPICAL
DEVELOPMENT LEVEL (SNOWMAN)
★ At age 17, child has typically completed physical maturation — physical
features are shaped and defined.
★ Probability of acting on sexual desires.
★ Emphasis on sexuality and appreciation by the opposite sex are
common.
★ Anxiety about the body results in obsessive attention to diet, weight
building or exercise.
★ Acceptance of the body is occurring. New emphasis on dress and
appearance is typical.

Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
TYPICAL
DEVELOPMENT LEVEL (CONT.)
★ Alex struggles with depression, loneliness, and denial of feelings.
★ Her depression roots itself from her physical appearance.
★ Leads to loneliness.
★ Denies all feelings for anyone in real life, only feels anything for a
member of Korean Pop band BTS.
★ Pays attention to diet. Not eating a lot, just enough.

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. http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
CONTINUED DEVELOPMENT
RECOMMENDATIONS
★ It’s difficult to battle self demons. Recognize physical maturity.
★ Once that is resolved, loneliness can also be resolved.
★ If wanting to “fit in”, consider discussing with friends what the “in”
perfume/style is.
★ Create a safe exercise routine and diet if anxiety about the body makes
itself known.
★ Consider why you do or don’t view/appreciate the opposite or same sex
in real life that you do for celebrities.
EMOTIONAL
BEHAVIORS
★ Traumatic/dramatic effort to find the lost self becomes more rational
and less intense.
★ Person is able to take a "no" answer without feeling anger.
★ Self-reliance is now important.
★ A sense of integrity formulates.
★ Deepening need to reach out and meet the needs of less fortunate
others.

Child Development Institute (2015). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
TYPICAL
DEVELOPMENT LEVEL (SNOWMAN)
★ Worries about failure.
★ Seriously concerned about the future.
★ Has conflicted feelings about dependence/independence.
★ May appear moody, angry, lonely, impulsive, self-centered, confused,
and stubborn.
★ Creating own personal identity.

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. http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
TYPICAL
DEVELOPMENT LEVEL (CONT.)

★ Alex has no idea what she’ll do in the future.

★ Lacks self-assurance about personal skills.
★ Creates an identity for herself.
★ Relies on herself, only asks for help from her father when absolutely
necessary.
★ Emotional connection with her mother isn’t good.
CONTINUED DEVELOPMENT
RECOMMENDATIONS
★ Find someone who is willing to listen.
★ Accept all feelings.
★ Do not overreact; Establish limits, don’t revert to childhood restrictions.
★ Avoid ridicule of behaviors.
★ Accept needs for separation.

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. http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
SOCIAL
BEHAVIORS
★ 17-year-olds need peer approval.
★ Self is more defined as a self and less dependant on external
acceptance.
★ Family conflict lessens given student equilibrium.
★ Life becomes real for those who do not plan for college.
★ Students holding on to group membership as personal identification
may be less dependent.

Child Development Institute (2015). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
TYPICAL
DEVELOPMENT LEVEL (SNOWMAN)
★ Relationships with parents range from friendly to hostile.
★ May feel parents are "too interested."
★ Usually has many friends and few confidants; dates actively.
★ May be uncomfortable, or enjoy activities, with the opposite sex.
★ Strongly invested in a single, romantic relationship.

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. http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
TYPICAL
DEVELOPMENT LEVEL (CONT.)

★ Alex holds a hostile relationship with her mother.

★ Her father is a bit “too interested” but isn’t totally intrusive.
★ Doesn’t have friends and very few confidants.
★ Does not actively date.
★ Prefers to be alone and not in any single romantic relationship.
CONTINUED DEVELOPMENT
RECOMMENDATIONS
★ Attempt to maintain a good relationship with people.
★ Put yourself out there in an attempt to make friends.
★ Ask parents not to pry.
★ Accept your current level of interest in the opposite sex.
★ Think about needs and expectations met in a relationship to figure out
what you’re looking for.

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. http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm
COGNITIVE/INTELLECTUAL
BEHAVIORS

★ Formal operations in effect for mathematical and verbal domain.

★ Child shows reasoning ability and logic.
★ Feelings of idealism and consolidation may occur.
★ Systematic reasoning becomes easy.
★ Student often wishes to “change the world” to make a difference and
solve problems.

Child Development Institute (2015). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
 TYPICAL
DEVELOPMENT LEVEL
PIAGET
★ Adolescence to Adulthood is
the formal operational stage.
★ It is the use of symbols to
relate to abstract concepts.
★ It is being able to make
hypotheses and grasp abstract
concepts and relationships.
VYGOTSKY
★ Like Piaget, Vygotsky believed in
development through stages. But
they did not believe it was achieved
through doing.
★ Children learn through being shown.
Marcin, A. (2018, March 29). Piaget Stages of Development:
What Are They and How Are They Used?
https://www.healthline.com/health/piaget-stages-of-develo
pment
TYPICAL
DEVELOPMENT (CONT.)
★ Alex isn’t the best math student. More relates to Vygotsky’s theory.
★ Has feelings of idealism. Wishes to pursue ideals that are unrealistic.
★ Constantly wants to “change the world”.
★ Able to reason and be logical about certain topics.
★ Reasoning, for Alex, is not any place near fulfilling.
MORAL/PHILOSOPHICAL
DEVELOPMENT

★ Laws may have new meaning.

★ Classical literature can help personal growth.
★ Recognizes the need to establish a belief system for themself.
★ Dichotomy can easily be seen as two paths.
★ Student begins to identify beyond adolescence as a member of
community.

Child Development Institute (2015). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
TYPICAL
DEVELOPMENT (KOHLBERG)

★ Lawrence Kohlberg believed that children accept rules made by

authority figures.
★ Stages of moral development are the moral adequacies conceived by
Kohlberg to explain development of moral reasoning.
★ Theory is based on constructive developmental stages.
★ Authority figures are believed to be parents and teachers.
★ Children judge an action based on its consequences.
TYPICAL
DEVELOPMENT (CONT.)
★ Alex constantly realizes how much she must pay attention to laws.
★ Does not read much, so classical literature has nothing to do with her
personal growth.
★ Taken it upon herself to identify as agnostic.
★ Does identify with the statement “I’ve got to be me”.
★ Thinks she’s beginning to identify as a member of a community, but did
not specify what community.
REFERENCES
Child Development Institute (2015). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc

Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html

Marcin, A. (2018, March 29). Piaget Stages of Development: What Are They and How Are They Used?

https://www.healthline.com/health/piaget-stages-of-development

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.

http://depts.washington.edu/allcwe2/fosterparents/training/chidev/cd06.htm