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PEPSI Screening Project

Alison L. Murdock

College of Southern Nevada

EDU 220- Principles of Educational Psychology

Dr. Vincent L. Richardson

November 27, 2021

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The PEPSI screening is used to measure the growth and development of a specific person

compared to found material of a typically developing person of the same age. For this screening,

I have chosen an eighteen years-old female.

Born in Olympia, Washington in 2003, the subject is the youngest of five African

American children. In a Christian-based home, she was raised with her siblings. The largest age

gap between her and her siblings is a ten-year gap. Due to this age difference, the student has

adopted different characteristics from her older siblings. Having a rowdy attitude came from her

older brother. Her three older sisters influenced her fashion, makeup, and temperament. While

she shares similar characteristics to her siblings, the subject has taken full ownership of her

personality. Although similarities are present between her third older sister and brother, the

student has deviated onto her own path and emphasizes the differences in her personality.

The subject is an active girl- having joined dance and volleyball as extracurricular

activities. She also found pleasure in other outdoor activities, like swimming, cycling, hiking,

and roller skating. In addition to outdoor activities, the student has adopted knitting, crocheting,

and playing the cello for a more peaceful pastime. While school subjects are viewed with

disdain, the subject still flourished in school as she made close friends with peers and teachers.

However, this has not always been the case, and the subject saw a major improvement in her

school and social life once she left private school for a charter school.

Performing the PEPSI screening on the subject, I am expecting to see how she develops

compared to other eighteen years-old females. I will take her personal background and past

diagnosis into consideration for this screening. Although she appears to be typically developed

and on par to research findings, I believe holding a close examination of the subject will reveal

more detail to her development, especially in a philosophical and emotional sense.

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Physical Development

It is well-known that the years from 16-19 include the final stages of physical

development. Growth slows or is completed for typically developing females, while males are

known to fully develop in their 20’s. Furthermore, physical features, including height, hair type,

breast size, and voice tone, are directly related to one’s self-esteem. It is noted that parents and

teachers should withhold comments about the adolescent’s appearance due to the risk of verbally

harming them.

While teenagers are at the height of physical development, there are dangers, such as

obesity, suicidal tendencies, and depression that increase with age. Approximately 14% of

adolescents are obese with a majority identified as a member of a minority group (cited in

American Psychological Association, 2002). Recent study has determined that “regularly

practiced physical exercise give a state of wellness and a sense of greater [self] confidence”

(Lupu et al., 2011, p. 874). Fortunately, the subject has shown an interest in staying active.

Although she has recently graduated high school, the subject has found ways of keeping a

physical lifestyle which has shown to give her a sense of clarity and belonging.

The subject has shown acceptance in her appearance. Rather than choosing styles that

hide her figure or makeup that changes her features, she chooses clothing and cosmetics that

emphasize or display her features. Her diet also contains foods that she enjoys rather than a way

to maintain her healthy figure. Showing no signs of eating disorders nor early onsets of obesity,

the student retains a balanced diet of healthy food groups as well as tasty snacks that are less

healthy. As noted in an article (Morin, 2014), adolescents tend to have an appetite increase as

they age. For the student, there has not been any decrease in her appetite.
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Emotional Development

The emotional development in adolescence takes a prominent hold on all other

developmental areas. According to recent studies, “many psychiatric disorders either appear or

become prominent during adolescence” (Snowman et al., 2012, p. 104). Depression is the most

common type of emotional disorder, more prominent in females than males. Those in the same

age group as the subject are more susceptible to stress, and high or unrealistic expectations set

from school and parents tend to add more stress. Complex thoughts and deeper capacity for

caring are also signs of emotional development in adolescence (Omnigraphics, 2018). To combat

stress, adolescence need emotional predictability and openness to emotion.

For the student, emotional development is rather aligned to research. The student

expresses a deep capacity for caring as she offers both time and effort in her relationships.

Whether a peer is suffering from depression, or a sibling experiences some type of hardship, the

subject is willing to offer support and create hand-crafted gifts to offer as sympathy. Just

recently, the student's family suffered a loss of a young cousin. While her siblings were

distraught over the loss, the subject crocheted a stuffed animal to better comfort her older sister.

Nevertheless, the subject is susceptible to negative emotions of her own. After briefly speaking

with the subject, I have learned of her own anxieties and depression that tends to prohibit her

from enjoying life. Anxiety comes from her need to please her parents, siblings, and peers.

Depression is the direct result of her inability to please everyone. Fortunately, the subject

continues to persevere through the hardships and take time to enjoy little hobbies. Yet, I do

believe the student is maintaining more pressure than she should, especially for her age. Having

known the subject for many years, I have noticed a quick maturity expected of her. This rapid

aging has increased her susceptibility to stress, anxiety, and depression.

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Philosophical Development

Outside of emotional development, the philosophical development of the adolescent is

the most important area to develop. To develop philosophically, the adolescent will begin a

journey of self-awareness. They will determine who they are and what they believe. Examples in

the classroom can be seen in open debates, usually in English and Historical subjects. Debates

like “What is right or wrong” encourage students to explore life as a gray area rather than a

simple black and white scale. Circumstances are considered when determining morality.

According to one study, adolescents begin to experiment with the concept of self and what is

“true, good, beautiful, and real” (Daedalus, 1971, p.1084). Religion, upbringing, peer-groups can

affect one’s philosophy.

While it is imperative for adolescents to determine who they are, there are outside

influences that can alter their philosophy. As briefly mentioned, the subject is an African

American female who was raised in a conservative Christian home. While she has looked on

concepts with a careful eye, it is evident that religion has altered her views to some degree. Some

philosophies have been adopted or passed down from her family while others were self-

generated. The student has been faced with many moral dilemmas as her peers hold different

views from her own. The sexuality of others- for example- have received a negative view in her

conservative Christian realm, and yet, the student has made her own opinions regarding the

matter. These opinions have veered from conservative views and include a more liberal

philosophy.

The student’s journey of self-discovery is far from over. Nevertheless, she has uncovered

most of her identity thus far. By taking society, culture, and relationships into account, the
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subject has determined her sexuality, religious views, and moral judgment. While these may

change in the future, she is fairly grounded in her philosophies.

Social Development

During adolescence, peers and parents hold different levels of influence. Peer’s value will

affect dress, speech and academic performance. Maintaining status quo holds upmost importance

for most adolescents. Long term goals, ethics, and future plans will often be influenced by

parents (Snowman et al. 2012). Friendship-making is often more difficult for females than males.

The level of strictness of parenting can have an adverse effect on the adolescent’s social

development. Authoritarian parenting typically leaves adolescents socially awkward and unable

to properly socialize (Endedijk et al., 2019). While laws consider eighteen years old as adults,

research shows that they have yet to socially develop into adult stages. But rather, they are

learning vital information that will shape their development.

The subject is known as an ambivert. She doesn’t mind spending time with peers who

share similar interests and goals. She is easy going and can make friends instantly. However, the

subject also enjoys solitude as she spends time for personal exploration and meditation. While

growing up in a conservative home, she was encouraged to make friends, even if they held

different religious views. Her parents understood the importance of social development. As

previously mentioned, social interactions tend to be more complex and difficult for females.

While conversing with the student, I have learned that she had her fair share of “falling out” with

female friends. While she lost male friends over the years, she noted a larger number of lost

female-based friendships than that of males. Because of the undesirable memories created from

these fallouts, the subject has been more eager to make friendships with male peers over female

peers. Fortunately, she has picked friends that hold a more positive influence in her life as they
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have encouraged her to do well in school and to be kind to others. Although her parents are more

conservative, they practice positive and caring parenting rather than the authoritarian type of

parenting. This has overall groomed her relationship with her parents into a healthy state.

Intellectual Development

According to Ellsworth, realizing and logic become a gateway to pleasure. Thoughts and

ideas will lead to problem solving on a grander level. Adolescents also strive to make a

difference in life (Ellsworth, 1999). Students engage in deep debates and conversations.

Adolescents use advance thinking when problem solving. Ownership of one’s learning will

produce a healthy motivation to learn. Rather than worrying about grades, adolescents will view

the importance of learning and education for future plans and goals. They look to apply what

they learn to real life instances. According to an article reviewed by Amy Ramsey, MA, complex

thinking process is accelerated during this age group. Adolescents form deeper questions as their

worldview is shaped according to their cognitive level.

The subject has shown an interest in bettering the world. Taking an interest in

environmental wellbeing and the benefits of animals, the participant has volunteered her time in

environmental cleanup, animal shelters, and equestrian ranches. Raising funds through crafts to

spread awareness for special causes is one way she has taken an interest in bettering her world.

When comparing her cognitive development to studies previously mentioned, I have found that

the individual’s cognitive development has been maturing healthily. Taking into consideration

her past experiences with seizures, I have noticed that her cognition has been affected only to a

small degree. She has a self-awareness to learning. She understands that good grades can give

opportunities in different career fields. This awareness has given her a more mature desire to do

well in learning. Unfortunately, the student struggles in math subjects. These struggles will often
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lead to frustration and a sense of defeat. When she receives encouragement, one on one tutoring,

and tips, she performs better in this difficult course.

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Graph

Intellectual

Social

Philosophical

Emotional

Physical

0 1 2 3 4 5 6

Standard
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Recommendations

For the participant, I hold only a few recommendations. Some are more pertinent than

others. Regarding, her physical development, I only recommend that she maintains a balanced

diet and physical activities. Having a healthy lifestyle, like consuming less junk food, having a

regular sleep schedule, and continuing a consistent exercise regimen, will ensure a healthier and

happier life as she grows older. The graph shows how she performed based on the set standard

for her age group. While her most levels seemed on par to the set standard, there was a visible

difference between her philosophical development and the philosophical development for her

age group. She is still at that tender stage of self-discovery. While she has made improvement

and growth in that area, she can still flourish and blossom into her true identity. For that, I

encourage her to sift through healthy and toxic relationships that will influence her growth. She

should also take the time to hone her hobbies and skills to better determine what she wants for

her life.

The participant’s emotional development was another area that had much concern. After

observing and speaking with the student, I have determined that she had to mature quickly in the

are of emotion. Having others depend on her has made it difficult for the student to deal with her

own trials. Depression and anxiety are products of stressors in her life. Her emotional state has

also been influenced by her family structure. Being the youngest of five, the individual has a ten-

year gap between her and her oldest sister. The other siblings range from 5 to 9 years older than

she. The age gap has forced the subject to mature quickly to maintain a low maturity gap

between her and her siblings. I recommend the student to take some time to deal with any

emotional turmoil she may face and to rely on the help and encouragement of others to combat

her depressive periods. For her social development, I recommend the participant to do more
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volunteer work in her community. Getting to know people by working in humanity projects will

get her to be more open and sociable. For her cognitive, or intellectual, development, I

recommend changing how she views school and learning. If her parents and peers can change

their attitude towards learning, the student can also experience a change of heart. Her motivation

to learn differs based on interest. If she could change her negative feelings towards difficult

subjects while finding the simple joys in learning, the participant’s intellectual development can

reach higher levels.

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