CASE STUDY OF Yaping Yang

Professor Wyckoff

A CHILD AGE 16 EDU220

22 March 2021
 Abstract
 Physical Development Emotional Development Cognitive/Intellectual
Development
• Physical maturity Increase the need of care Concentrate more on possibilities
• Emphasis on sexuality Emotional disorder Think of a logical sequence
• Pay attention to diet Being more emotional Develop abilities of abstract thinking
• Care about look and privacy Struggle of independence and dependence Lack of self-assurance

 Psychosocial/Social Development Moral/Character/Philosophical

Development
• Spend less time with family
• Identify develops
• Being between friendly to hostile with parents
• Spend more time with peers.
Conform to the conventions of society
Have more concerns about the rules
Demonstrate their responsibility
Understand their values and beliefs
Typical Physical Behaviors at Age 16
 Moved into physical maturity.
University of Washington.(1993)
 Girls’ features and body are shaped.
University of Washington.(1993)
 Boy’s wet dreams started.
Medline (2017)
 Probably have sexual desires.
University of Washington.(1993)
Typical Physical Developmental Level
According to Snowman at Age16
 Reach physical maturity and attain puberty.
(Snowman and McCown, 2015, pg.101)
 Become sexually active.
(Snowman and McCown, 2015, pg.101)
 “The birthrate for unmarried adolescents remains unacceptably high, as is
the rate of sexually transmitted diseases.”
(Snowman and McCown, 2015, pg.102)

(Snowman and McCown, 2015)

Physical Development Observation of a Child
Age 16
 Developmental Milestones Met:
• The 16-year-old girl I observed developed her body fully.
• Has periods.
• Has leg hair.
• Likes gym rather than other sport actives.
• Pay attention to diet.

 Developmental Milestones Not Met:

• She does not like to talk about sexual topic very much.
• She does not engage in sexual intercourse.
Physical Development Recommendations
 Parents should compliment their adolescence children often.
(University of Washington, 1993)
 Parents should provide privacy space and make their own identity.
( Medline, 2017)
 Parents should provide correct information on consequences of sexual activity.
(University of Washington, 1993)
 Parents should provide correct information regarding birth control and HIV
prevention.
(University of Washington, 1993)
 Parents should encourage children to get enough sleep and exercise.
(Centers for Disease Control and Prevention)
Typical Emotional Behaviors at Age 16
 Show intense emotions.
University of Washington.(1993)
 Show more self-conscious and sensitive.
Medline (2017)
 Appear moody, including angry, stubborn, and lonely.
University of Washington.(1993)
 Have conflicts between dependence and independence.
University of Washington.(1993)
 “More able to take a “no” answer without feeling a sense of personal loss and anger.”
Ellsworth, J.(1998)
Typical Emotional Developmental Level
According to Snowman at Age16
 “Many psychiatric disorders either appear or become prominent, such as eating
disorders, substance abuse, schizophrenia, depression, and suicide.”
(Snowman and McCown, 2015, pg.104)
 “The most common type of emotional disorder is depression.”
(Snowman and McCown, 2015, pg.104)
 “If depression becomes severe, suicide may be contemplated.”
(Snowman and McCown, 2015, pg.105)

(Snowman and McCown, 2015)

Emotional Development Observation of a
Child Age 16
 Developmental Milestones Met:
• The 16-year-old girl I observed is very moody.
• When she has a happy mood, she would love to talk with her parents, vice versa.
• She often feels very confident about her study.
• She cares about her appearance.

 Developmental Milestones Not Met:

• She neither drinks nor smokes.
• She says seeing a mental doctor for help is a good way if someone considers a suicide
attempt.
Emotional Development Recommendations

 Parents should spend more time to talk and listen to children.

(University of Washington, 1993)
 Parents should pay more attention to children’s emotion and accept their feelings.
(University of Washington, 1993)
 Parents should respect children’s need for privacy.
(Centers for Disease Control and Prevention)
 Parents should compliment and celebrate children’s accomplishment.
(Centers for Disease Control and Prevention)
Typical Cognitive/Intellectual
Behaviors at Age 16
 Lack self-assurance about personal abilities.
University of Washington.(1993)
 Focus on the future.
University of Washington.(1993)
 Have a better idea about their goals.
Child Development Institute(2015)
 Risk-taking behavior may emerge .
Child Development Institute(2015)
 “Reasoning ability and logic give a sense of pleasure.”
Ellsworth, J. (1998)
 Typical Cognitive/Intellectual Level
According to Piaget & Vygotsky at Age16
Piaget: Formal Operational Stage: Middle school, High school, and Beyond
 “……a significant aspect of formal thought is that it causes the adolescent to concentrate more on possibilities than on
realities.”
(Snowman and McCown, 2015, pg.44)
 “Adolescents will often stridently argue that if an alternative is logically possible and superior to what exists, it would be
implemented.”
(Snowman and McCown, 2015, pg.44)
 “The child is egocentric in the sense that he is unable to take another person’s point of view.”
(Snowman and McCown, 2015, pg.44)
Vygotsky:
 “Social interaction as the primary cause of cognitive development.”
(Snowman and McCown, 2015, pg.52)
 “……are used repeatedly with various problems, they are gradually internalized and generalized to a wide variety of settings
and problem types.”
(Snowman and McCown, 2015, pg.53)
 Cognitive/Intellectual Development
Observation of a Child Age 16
Developmental Milestones Met:
• The girl is able to handle a more demanding high school courses because she has good
organization abilities.
• She loves mathematic and chemistry.
• She considers individual right often.
• She is self-conscious, occasionally shows “know everything” .

Developmental Milestones Not Met:

• She is not egocentric. Through my interview, She has ability to analyze what other people’s
viewpoints are, then decides to listen or argue.
 Cognitive/Intellectual Development
Recommendations
 Parents should facilitate appointment with school counselor.
(University of Washington, 1993)
 Parents should encourage children talking about and planning ahead for future.
(University of Washington, 1993)
 Parents should help children to make good decisions.
(Centers for Disease Control and Prevention)
 Parents should encourage children to develop solutions to problems or conflicts.
(Centers for Disease Control and Prevention)
Typical Psychosocial/Social Behaviors
at Age 16
 The relationships with parents vary from friendly to hostile.
University of Washington.(1993)
 Have feelings that parents are “too interested”.
University of Washington.(1993)
 Have many friends but few confidants.
University of Washington.(1993)
 May be strongly invested in a single, romantic relationship.
University of Washington.(1993)
 “The self is more defined as a self and less dependent on external acceptance.”
Ellsworth, J. (1998)
Typical Psychosocial/Social Level According
to Erikson at Age16
Identity Versus Role Confusion(Twelve to Eighteen Years; Middle Through High School)
 “The danger at this stage is role confusion: having no clear conception of appropriate types of
behavior that others will react to favorably”.
(Snowman and McCown, 2015, pg.30)
 “If adolescents succeed in integrating roles in different situations to the point of experiencing
continuity in their perception of self, identify develops.”
(Snowman and McCown, 2015, pg.30)
 “If they are unable to establish a sense of stability in various aspects of their lives, role confusion
results.”
(Snowman and McCown, 2015, pg.30)

(Snowman and McCown, 2015)

 Psychosocial/Social Development Observation
of a Child Age 16
 Developmental Milestones Met:
• The girl is likely to focus more on peer, rather than family .
• She wants more independence on how she spends her time and what she spends
money on.
• She expresses herself as an individual often.
• She says in her age she should focus on her education seriously

 Developmental Milestones Not Met:

• She has her goals, but she needs parents to push her to move forward.

•
Psychosocial/Social Development
Recommendations
 Parents should maintain a respectful and friendly relationship with children.
(University of Washington, 1993)
 Parents should show affection for children, not pry .
(University of Washington, 1993)
 Parents should encourage children experience with have a variety of people.
(University of Washington, 1993)
 Parents should encourage children to volunteer and become involved in civic
activities.
(Centers for Disease Control and Prevention)
Typical Moral/Character/Philosophical
Behaviors at Age 16
 “Is confused and disappointed about discrepancies between stated values and
actual behaviors of family and friends.”
University of Washington.(1993)
 “May be interested in sex as response to physical-emotional urges and as a ways to
participate in the adult world.”
University of Washington.(1993)
 Peer pressure can influence teen’s lives easily.
Mentalhelp.net
 May be strongly invested in a single, romantic relationship.
University of Washington.(1993)
Typical Moral/Character/Philosophical
Level According to Kohlberg at Age16

Kohlberg:
 “……conform to the conventions of society because they are the rules of a society.”
(Snowman and McCown, 2015, pg.61)
 Kohlberg’s Stages of Moral Reasoning:
 Stage 3: Good boy-nice girl orientation. The right action is one that would be carried out by
someone whose behavior is likely to please or impress others.
 State 4: Law-and-order orientation. To maintain the social order, fixed rules must be established
and obeyed. It is essential to respect authority.
(Snowman and McCown, 2015, pg.61)

(Snowman and McCown, 2015)

Moral/Character/Philosophical Development
Observation of a Child Age 16
 Developmental Milestones Met:
• The girl begins to question the authority of parents, school, and some institutions.
• She volunteers her time for projects and participates some clubs at school to help teachers
and classmates.
• She begins to influence her friends and gets influences from her peer pressure.
• She respects and obeys the principles of the school.

 Developmental Milestones Not Met:

• Occasionally, she complains school’s dress code, she said the school’s dress code prevents
students’ self-expression.
• She is not a very caring child. She focuses on herself more.
Moral/Character/Philosophical Development
Recommendations
 Parents should be sensitive to children’s feelings and thoughts.
(University of Washington, 1993)
 Parents should try to bring children out in the open.
(University of Washington, 1993)
 Parents should accept sexual experimentation as normal and healthy, discourage them from
unprotected coital sex.
(University of Washington, 1993)
 Parents should provide correct information on human sexuality.
(University of Washington, 1993)
 Parents should be open to discussion and appreciate possible difference in values and needs.
(University of Washington, 1993)
 References
 Center for Disease Control and Prevention. (2017). Child development
https://www.cdc.gov/ncbddd/childdevelopment/facts.html
 Child Development Institute (2015). The ages and stages of child development.
https://childdevelopmentinfo.com/ages-stages/teenager-adolescent-development-
parenting/#gs.v5clzn
 Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool.
http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html
 Medline (2017). Adolescent Development.
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.
http://depts.washington.edu/allcwe2/fosterparents/training/cdevguid/cdg15.htm