CASE STUDY OF A

CHILD AGE 16
REYNA FRANCO
EDU 220-1003-1004
 BRIEF OVERVIEW OF 16-YEAR-OLD

Emotional Developments:
 -Want for Romantic relationships
Physical Developments: Cognitive/Intellectual
 -Increased want for independence
 -Increase in body hair including Developments:
 -Increased amount of dependence
pubic, armpits, legs, and arm areas  -Increased
on peer group
 -Increased levels of understanding of world
testosterone/estrogen around themselves
 -Start of menstruation as well as  -Increased
development of breast understanding of social
Moral/Characterstanding
Developments:
Psychosocial/Social  -Increased
Developments: awareness of self
 -More susceptible to identity
peer pressure  -Realization that
life is in their own
hands
 PHYSICAL BEHAVIORS

 Increased amount of hormones within body

 Males begin to grow taller from age thirteen until about eighteen while females usually
grow from around age eleven and begin to slow at age sixteen.
 Increased sex drive in both genders
 Increased amount of hair in both genders
 Development of breast in females usually paired with the onset of menstrual cycle
 Males voices will change and are usually paired with penis growth as well as nocturnal
emission

(Center for Disease Control and Prevention., 2017)

 TYPICAL PHYSICAL DEVELOPMENT LEVEL
ACCORDING TO SNOWMAN

 Most children at this age will reach physical maturity as well as attain puberty
 Acne may lead to an increasing amount of worry and stress
 The biggest thing to happen at this age is the activation of the sex drive
 Large fluctuations of height and weight amongst children of this age

(Snowman, J. & McCown, R., 2015, pg 101-102)

16-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)

 The 16-year-old I observed noticed that she was still growing with no hint of slowing
down even though she was close to turning17.
 Increase in acne and worrying about physical appearance while at school
 On track with typical development
PHYSICAL DEVELOPMENT
RECOMMENDATIONS

 Parents need to be sure to avoid making the child feel like they can’t express their
sexual curiosity as it is normal for all children at this age
 If children at this age have their own firearms parents need to ensure their child is
properly trained in the handling of the firearm.
 It is normal for children to find their parents attractive and parents must be careful to
avoid making their child feel as though they are in the wrong
 Children at this age have a strong need for freedom and parents must do what they
can to keep their child safe but also allow them to experience this freedom.

(Medline, 2017)
TYPICAL EMOTIONAL BEHAVIORS

 Experiencing mood swings

May appear moody, angry, lonely, impulsive, self
centered, confused, and stubborn.”
(University of Washington. 1993)
 Has conflicting feelings about dependence/dependence.
(University of Washington. 1993)
 Want for a romantic relationship
(Medline, 2017)
 TYPICAL EMOTIONAL DEVELOPMENT
ACCORDING
TO SNOWMAN
 Increase appearance of psychiatric disorders
 Increased amount of mood changes.

(Snowman, J. & McCown, R., 2015, pg 104-106)

16-YEAR-OLD EMOTIONAL BEHAVIOR
CHARACTERISTICS (OBSERVATION)

 The 16-year-old I observed had emotions changed very frequently and did not know
why.
EMOTIONAL DEVELOPMENT
RECOMMENDATIONS

 Parents should be willing to talk and listen to what their child says and be
available for their children to express their feelings.
(Medline, 2017)
 Parents must do their best too allow their children to explore their new
freedom without placing to many childhood restrictions. This is a hard thing
for a lot of parents because it is hard keeping their children safe but also
allowing this freedom.
(Medline, 2017)
 Finally, one of the most important things that a parent can do is help their
child with whatever their child needs. When a parent is there for their child
emotionally, it can empower a child to conquer anything they want.
TYPICAL COGNITIVE/INTELLECTUAL
BEHAVIORS

 Children at this age begin to form personal political beliefs

 Increased understanding of freedom of speech and other freedoms
 Increased ability to understand deeper subjects
 Understanding of laws and consequences that can accompany breaking the
laws
 Children show an increased capability of setting goals

(Snowman, J. & McCown, R., 2015, pg 106-108)

COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET & VYGOTSKY

Piaget Vygotsky
At the age of sixteen, children are in believes that cognitive
the formal operational stage of their development is dependent on the
development according to Piaget, the child's social interactions and is a
final of four stages in cognitive product of their culture
development.
Cognitive development at this age includes
obtaining traits like:
 Thinking abstractly when viewing hypothetical
problems
 Children begin to experience abstract thought
 More instances of children using deductive logic
 Children will engage in more activities that
(Snowman, J. & McCown, R., 2015,
require more abstract and theoretical reasoning
Pg 43)
16-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (OBSERVATION)

 The 16-year-old gets distracted easily when with peers

 She was worries about her grades even when she knows she is doing a good
job (doing all classwork)
 She talks about her future and college but is indecisive on where she should
apply to
COGNITIVE/INTELLECTUAL DEVELOPMENTS RECOMMENDATIONS

 Parents should encourage their child to get out and volunteer and explore the
world in a safe way.
 Children should feel safe expressing their beliefs with their parents and peers
and feel as though they are in a safe environment.
 Parents should refrain from talking badly about certain topics and instead allow
their child to make their own opinions.
 One of the most important things a parent can do during this time is to ensure
that their student is free to share their beliefs and ask questions about
anything that they do not understand.

(University of Washington, 1993)

TYPICAL PSYCHOSOCIAL/SOCIAL BEHAVIORS

 Frequent changes in relationships with parents

(University of Washington. 1993)
 Children will have many friends but few people they believe they can actually talk to
(University of Washington. 1993)
 Children will often think that parents are too involved in their personal lives and have
awant for social freedom.
(University of Washington.1993)
 TYPICAL PSYCHOSOCIAL/SOCIAL
DEVELOPMENTS ACCORDING TO ERIKSON

 At the age of sixteen, children are in the identity vs. role confusion stage of their
development according to Erikson. According to Erikson, this puts children in a
situation where they are attempting to leave their childhood lives behind and take up
their respecting adult life. It is during this stage that children figure out who they want
to be as an adult and attempt to figure out what role they will play in society.

“The goal at this stage is development of the roles and skills that will prepare
adolescents to take a meaningful place in adult society.”
(Snowman, J. & McCown, R., 2015,Pg 30)
16-YEAR-OLD PSYCHOSOCIAL/SOCIAL CHARACTERISTICS
(OBSERVATION)

 Her peers influence immediate status

 Had frequent changes in relationship with her mother.
 She does not work and is not looking for work now
PSYCHOSOCIAL/SOCIAL DEVELOPMENTS RECOMMENDATIONS

 When it comes to authority, children at this age will always push against it
but at the same time need a limit to which they can push. Parents must find
a balance of being protective but also allowing social freedom.
 It is important for parents to realize during this time many parents will feel
as though they do not know what to do but after they handle the situation
feel as though they gain wisdom and knowledge from the experience.

(Medline 2017)
TYPICAL MORAL/CHARACTER/PHILOSOPHICAL BEHAVIORS

 “Intense self-involvement, changing between high expectations and poor self-

concept”
(Child Development Institute, 2015)
 “Feelings of love and passion”
(Child Development Institute, 2015)
 “May appear moody, angry, lonely, impulsive, self-centered, confused, and
stubborn.”
(University of Washington, 1993)
MORAL/CHARACTER/PHILOSOPHICAL DEVELOPMENTS
ACCORDING TO KOHLBERG

 According to Piaget, at the age of sixteen children would fall under the
moral developmental step of “morality of cooperation.” Kohlberg took
this information and expanded it into six stages.
 Following this stage is stage six which is universal ethical principle
orientation. This stage rules that, “Moral decisions should be made in
terms of self-chosen ethical principles.”
(Snowman, J. & McCown, R., 2015, Pg 61)
 MORAL/CHARACTER/PHILOSOPHICAL CHARACTERISTICS
(OBSERVATION)

 She is aware of her morals

 She is becoming her own person
 She is still developing her personal character
 Wide range of emotions, her emotions would change with in one
conversation.
MORAL/CHARACTER/PHILOSOPHICAL DEVELOPMENTS
RECOMMENDATIONS

 Be available to talk to their child.

 Parents must try their best to not make their child feel abnormal for
expressing their feelings.
 Be relatable.
 Understand that a parent may not understand what their child is going
through and that is ok.

(University of Washington. 1993)

 REFERENCES

Center for Disease Control and Prevention. (2017).Child development. Retrieved

from https://www.cdc.gov/ncbddd/childdevelopment/facts.html
Child Development Institute (2015).The ages and stages of child development. Retrieved

from https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc
Medline (2017).Adolescent Development. Retrieved

from https://medlineplus.gov/ency/article/002003.htm
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/cd06.htm