Case study of a

child age 17

Frank Jo
EDU 220
 BRIEF OVERVIEW OF 17-YEAR-OLD CHILD’S
DEVELOPMENT IN DEVELOPMENTAL AREAS

Physical Development Emotional Development Cognitive/Intellectual Development

• Have reached their full • Show more independence from
height parents
• Have completed puberty • Have a deeper capacity for
• Boys may continue to developing intimate
develop muscles relationships.
• Take fewer risks
• Can communicate like an adult.
• Likely uses slang
• Improved ability to cope with
new problems and different
situations

Psychosocial/Social Development Moral/Character/Philosophical Development

• Search for intimacy • Experiences feelings of frustration, anger,
• Want adult leadership roles sorrow, and isolation
• Able to make and keep commitments • May be interested in sex as a response to
physical-emotional urges
 TYPICAL PHYSICAL BEHAVIORS
• “By age 17 or 18, their genitals are usually at their adult size and
shape.”
(Medline Plus, 2017).
• “Girls may begin to develop breast buds as early as 8 years old.
Breasts develop fully between ages 12 and 18.”
(Medline Plus, 2017).
• “Acceptance of the body and physiognomy is occurring, and a new
emphasis on dress and appearance are typical.”
(J’anne, 1998, para. 2).
• “Primping and discussion of "in" perfume or style are age-
appropriate.”
(J’anne, 1998, para. 2).
TYPICAL PHYSICAL DEVELOPMENT
LEVEL ACCORDING TO SNOWMAN
• “Most students reach physical maturity, and virtually all attain
puberty”
• “Tremendous variation exists in height and weight and rate of
maturation”
• “Approximately 16 percent of students are consider overweight; 13
percent are obese”
• “They are still concerned about appearance, glandular changes
leading to acne may be a source of worry and self-consciousness to
some students”
(Snowman, J. & McCown, R., 2015, pg. 101)
17-YEAR-OLD PHYSICAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)
Meets development milestones:

• The 17-year-old girl has grown to 5’ 5. she is not obese or skinny.

• She worries about her acne.
• She plays PlayStation on average of 3 hours a day.
• She eats specific types of food, she doesn’t like to experiment with
new dishes that often.
• She also talks on the phone constantly from 7 to 9 pm, usually with
a boy.
PHYSICAL DEVELOPMENT RECOMMENDATIONS
• “Recognize and compliment physical maturity.”
(University of Washington, 1993)
• “Provide accurate information on the consequences of sexual activity, discuss birth control, and
HIV prevention.”
(University of Washington, 1993)
• “Adolescents most often need privacy to understand the changes taking place in their bodies.
Ideally, they should be allowed to have their bedroom. If this is not possible, they should have
at least some private space.”
(Medline Plus, 2017)
• “Teasing an adolescent child about physical changes is inappropriate. It may lead to self-
consciousness and embarrassment.”
(Medline Plus, 2017)
• “Parents need to remember that it is natural and normal for their adolescent to be interested in
body changes and sexual topics. It does not mean that their child is involved in sexual activity.”
(Medline Plus, 2017)
TYPICAL EMOTIONAL BEHAVIORS
• “Have more interest in romantic relationships and sexuality.”
(CDC, 2017)
• “Show more independence from parents.”
(CDC, 2017)
• “Have a deeper capacity for caring and sharing and for developing more intimate relationships.”
(CDC, 2017)
• “Worries about failure.”
(University of Washington, 1993)
• “May appear moody, angry, lonely, impulsive, self-centered, confused, and stubborn.”
(University of Washington, 1993)
• “Has conflicting feelings about dependence/independence.”
(University of Washington, 1993)
• “Self-reliance becomes important.”
(J’anne, 1998, para. 3)
• “The person is more able to take a "no" answer without feeling a sense of personal loss, anger.”
(J’anne, 1998, para. 3)
TYPICAL EMOTIONAL DEVELOPMENT ACCORDING
TO SNOWMAN
• “Many psychiatric disorders either appear or become prominent during adolescence”
• “Anorexia nervosa is an eating disorder characterized by a preoccupation with body weight
and food, this disorder are much more common in females than in males”
• “Bulimia nervosa is a disorder in which binge eating, followed by self-inducing vomiting, is the
prominent behavior”
• “Adolescents who engage in substance abuse not only jeopardize their physical and emotional
health but also increase their risk of doing poorly in school or of dropping out of school”
• “The most common type of emotional disorder during adolescence is depression”
• “Depression coupled with unstable family situation places adolescent at risk for suicide”

(Snowman, J. & McCown, R. 2020, pg. 104)

17-YEAR-OLD EMOTIONAL DEVELOPMENT
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:

• Sometimes she appears moody, angry, lonely, confused ,and stubborn.

• I observed her drawing and painting, being very focused at it, she worries about
failure.
• She is also trying to make the best decisions for her future.
• She spends more time talking or engaging activities with her friends than her
parents.
• She doesn’t like to be doubted by her mom, she always tells her not to worry.
EMOTIONAL DEVELOPMENT RECOMMENDATIONS
• “Accept feelings -- don't overreact; jointly establish limits, but don't revert to childhood
restrictions.”
(University of Washington, 1993)
• “Avoid ridicule of inconsistent behaviors. Accept needs for separation.”
(University of Washington, 1993)
• “Talk with your teen about her concerns and pay attention to any changes in her behavior. Ask
her if she has had suicidal thoughts, particularly if she seems sad or depressed. Asking about
suicidal thoughts will not cause her to have these thoughts, but it will let her know that you care
about how she feels. Seek professional help if necessary.”
(CDC, 2017)
• “Show interest in your teen’s school and extracurricular interests and activities and encourage
him to become involved in activities such as sports, music, theater, and art.”
(CDC, 2017)
• “Compliment your teen and celebrate his efforts and accomplishments.”
(CDC, 2017)
• “Show affection for your teen. Spend time together doing things you enjoy.”
(CDC, 2017)
TYPICAL COGNITIVE/INTELLECTUAL BEHAVIORS
• “May lack of information or self-assurance about personal skills and abilities.”
(University of Washington, 1993)
• “Seriously concerned about the future; beginning to integrate knowledge leading
to decisions about the future.”
(University of Washington, 1993)
• “Show more concern about future school and work plans.”
(CDC, 2017)
• “Be better able to give reasons for their own choices, including about what is right
or wrong.”
(CDC, 2017)
• “Learn more defined work habits.”
(CDC, 2017)
• “Formal Operations are in effect in both mathematical and verbal domains.”
(J’anne, 1998, para. 4)
COGNITIVE/INTELLECTUAL DEVELOPMENTS
ACCORDING TO PIAGET & VYGOTSKY

Piaget- Formal Operational Stage Vygotsky

• “Are capable of solving problems by • “Are the product of a culture that

systematically using abstract symbols prizes the ability of its members to
to represent real objects” think at the most abstract levels.”
(Snowman, J. & McCown, R., 2015, pg. (Snowman, J. & McCown, R., 2015, pg.
43) 51)

• “Can understand and use complex • “What they think and do is the result
language forms: proverbs, metaphors, of cultural values and practices”
sarcasm, and satire. “ (Snowman, J. & McCown, R., 2015, pg.
(Snowman, J. & McCown, R., 2015, pg. 43) 51)
 17-YEAR-OLD COGNITIVE/INTELLECTUAL
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:

• The 17-year-old girl I observed asks questions about the military

career as well as Universities.
• She is planning to become a veterinarian and is trying to find out
options to get there.
• She has organized her time, school, part-time work, family time,
friends.
• She is also learning in detail about her plans, more realistic
information.
 COGNITIVE/INTELLECTUAL DEVELOPMENTS
RECOMMENDATIONS
• “Encourage your 17-year-old to read for fun. Reading can help continue to build a teen’s
vocabulary while also improving their writing skills.”
(CDC, 2017)
• “Facilitate appointment with the school counselor.”
(University of Washington, 1993)
• “Encourage talking about and planning for the future.”
(University of Washington, 1993)
• “Encourage your teen to volunteer and become involved in civic activities in her community.”

(CDC, 2017)
• “Encourage your teen to develop solutions to problems or conflicts. Help your teenager learn
to make good decisions. Create opportunities for her to use her judgment, and be available
for advice and support.”
(CDC, 2017)
TYPICAL PSYCHOSOCIAL/SOCIAL BEHAVIORS

• “Have more interest in romantic relationships and sexuality.”

(CDC, 2017)
• “Go through less conflict with parents.”
(CDC, 2017)
• “Show more independence from parents.”
(CDC, 2017)
• “Sometimes feels that parents are "too interested.“”
(University of Washington, 1993)
• “Usually has many friends and few confidants; dates actively; vary greatly in
the level of maturity; may be uncomfortable, or enjoy activities, with the
opposite sex; may talk of marriage.”
(University of Washington, 1993)
 TYPICAL PSYCHOSOCIAL/SOCIAL DEVELOPMENTS
ACCORDING TO ERIKSON
Identity vs Role Confusion

• “The goal at this stage is the development of the roles and skills that will
prepare adolescents to take a meaningful place in adult society “
• “The danger at this stage is role confusion: having no clear conception
appropriate types of behavior that others will react to favorably. “
• “If adolescents succeed in integrating roles in different situations identity
develops. “
• “If they are unable to establish a sense of stability in various aspects of their
lives, role confusion results.”
(Snowman, J. & McCown, R., 2015, pg. 30)
 17-YEAR-OLD PSYCHOSOCIAL/SOCIAL
CHARACTERISTICS (OBSERVATION)
Meets developmental milestones:

• The 17-year-old I observed seems to know what she wants to study but at the
same time, she is still indecisive.
• She tells her mom that she is in a bad mood but she doesn’t know why.
• She tries to relate with friends who have similar goals to hers.
• She was hired among 10 others and the employer kept only two employees,
and she was one of the chosen one, she feels confident about her abilities.
• She wants her mom to trust her.
 PSYCHOLOGICAL/SOCIAL DEVELOPMENTS
RECOMMENDATIONS
• “Try to maintain a good relationship; be respectful and friendly.”
(University of Washington, 1993)
• “Recognize and accept the current level of interest in the opposite sex.
Encourage experiences with a variety of people, e.g., younger, older, different
cultures.”
(University of Washington, 1993)
• “Avoid disapproval; discuss needs and expectations that get met in the
relationship.”
(University of Washington, 1993)
• “Show affection for your teen. Spend time together doing things you enjoy.”
(CDC, 2017)
• “Respect your teen’s opinion. Listen to her without playing down her
concerns.”
(CDC, 2017)
 TYPICAL MORAL/CHARACTER/PHILOSOPHICAL
BEHAVIORS
• “Is confused and disappointed about discrepancies between stated values and actual behaviors of
family and friends; experiences feelings of frustration, anger, sorrow, and isolation.”
(University of Washington, 1993)
• “Maybe interested in sex as a response to physical-emotional urges and as a way to participate in the
adult world (but not necessarily an expression of mature intimacy).”
(University of Washington, 1993)
• “The student may begin to identify beyond adolescence and peerage to members of the community. If
so, then moral reasoning will focus on protecting society and following community guidelines.”
(J’anne, 1998, para. 4)
• “Be better able to give reasons for their own choices, including about what is right or wrong.”
(CDC, 2017)
• “The dichotomy can most easily be seen as two paths: "I've got to be me" is more immature - stage
three "For the good of all" is a movement toward recognition of stage four membership in the
community.”
(J’anne, 1998, para. 4)
 MORAL/CHARACTERISTICS/PHILOSOPHICAL DEVELOPMENTS
ACCORDING TO KOHLBERG
•  “Kohlberg believed that moral reasoning proceeds through a fixed sequence of
stages…. In the early stages, children’s understanding of moral issues is narrow,
concrete, and self centered. As their ability to understand the world in which they live
increases, their judgments about what constitutes acceptable moral behavior becomes
broader, more abstract, and based on the welfare of others.”
(Snowman, J. & McCown, R., 2015, pg. 60)

Level 2: Postconventional Morality

• “The moral principles that underlie the conventions of a society are understood.”
• “Stage 5: Social contract orientation. Rules needed to maintain the social order should
be based not on blind obedience to authority but mutual agreement. At the same time,
the rights of the individual should be protected.”
• “Stage 6: Universal ethical principle orientation. Moral decisions should be made in
terms of self-chosen ethical principles. Once principles are chosen, they should be
applied in consistent ways”
(Snowman, J. & McCown, R., 2015, pg. 61)
MORAL/CHARACTER/PHILOSOPHICAL CHARACTERISTICS
(OBSERVATION)

• I observed a 17-year-old girl who cares about the elderly. She helped
her cross the street.
• She is very attractive and had a lot of offers for a date in high school,
but she tells her mom that she is interested in pursuing higher
education and that she is not ready to sacrifice time by dating
someone.
• She is aware of her surroundings and she is conscious of the needs in
our society. She thinks about helping the homeless.
 MORAL/CHARACTER/PHILOSOPHICAL DEVELOPMENT
RECOMMENDATIONS
• “If your teen engages in interactive internet media such as games, chat rooms, and instant
messaging, encourage her to make good decisions about what she posts and the amount of time
she spends on these activities.”
(CDC, 2017)
• “Respect your teen’s need for privacy.”
(CDC, 2017)
• “Be sensitive to the youth's feelings and thoughts. Try to bring them out in the open. Understand
your perspectives relating to values.”
(University of Washington, 1993)
• “Communicate your feelings about sexual relations. Be open to discussion and appreciate possible
differences in values and needs. Make sure you know your teen’s friends”
(University of Washington, 1993)
• “Don't moralize. Accept sexual experimentation as normal and healthy, although discourage them
from unprotected coital sex. Provide correct information on human sexuality, venereal disease, HIV
and AIDS, birth control, intimacy, and safe types of sexual experimentation.”
(University of Washington, 1993)
 REFERENCES
Center for Disease Control and Prevention. (2017). Child development. Retrieved from
  https://www.cdc.gov/ncbddd/childdevelopment/facts.html
Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool. Retrieved from 
      http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
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