Case Study of a Child Age 17

Novia Perkins EDU 220 - 1003-1004

 Abstract

Introduction to Student: Child is a white male aged 17, and will be referred to as AP from now on. He is
a senior at Las Vegas Academy as a dance major.

Physical Emotional Cognitive

● Most primary and secondary ● Healthy interactions with family ● Should be thinking more about
features should be fully and friends their future
developed ● Healthy coping mechanisms, ex, ● Time to start defining themself
● Can still be growing height wise doesn’t turn to substance abuse or and developing their skills for the
● May show interest in sexual self harm, etc. future
activity (but it’s also normal if ● Open communication and ● Applying what was learned from
they don’t) extracurricular activities those around them to solve
Social Moral problems they face
● Cemented in who they are; ● Good-boy Nice-girl orientation
committed to ideas and not going or law-and-order orientation
through role confusion ● Naturally will challenge
● Should not have the use of a car authority, but will want limits &
until proven they can use it boundaries anyways
responsibly ● Should be working towards the
● Bonding with their peers and role greater good rather than always
models working towards themselves
Typical Physical Development in Teenagers
● “Anxiety about the body or inability to accept the changes may result in obsessive attention to diet, weight building or
exercise”

(Ellsworth, 1998).

● “It is often fraught with scary body changes, bullying by peers and a new surge for independenc.”

(Child Development Institute, 2015).

● “Has essentially completed physical maturation; physical features are shaped and defined”
(University of Washington, 1993).

● “Probability of acting on sexual desires increases”

(University of Washington, 1993).
● “The sudden and rapid physical changes that adolescents go through make adolescents very self-conscious. They are
sensitive, and worried about their own body changes”
(Medline, 2017).
Teenage Physical Development According to Snowman
● “Late-maturing boys seems to have considerable difficulty adjusting to their slower rate of growth. There is still
concern about appearance, although it may not be as strong as as during the middle school years”

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

● “Many adolescents become sexually active, although the long-term trend is down”

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

● “A major characteristic of mature love is that ‘the well-being of the other person is just a little bit more important that
the well-being of the self.’”

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

Physical Developmental Milestones
Developmental points the student did meet
● AP has hit many growth spurts over the years, but seems to be plateauing (although who knows how much more he’ll
grow from here).
● Child has gone through puberty (facial hair, chest hair, deeper voice, facial features becoming more defined, etc)
● Student has sexual interests, but didn’t want to talk about them with me. He did make one statement though, about his
long-distance girlfriend that shows signs of mature love:
○ “I’ve tried dating here, and nobody was interested. Now, I have somebody who likes me and who I like,
too. Why would I give that up for a chance of meaningless sex that might not even happen?”

Developmental points the student did not meet

● AP is very into his weight and appearance, which isn’t inherently a bad thing, but he’s pretty obsessive over it.
○ Will get angry if dinner has too many calories, but then will snack a bunch afterwards to fill his calorie deficit.
He also doesn’t eat in between lunch and dinner, and will often skip homework or possible family time to go to
the gym.
Physical Developmental Recommendations
● “Recognize and compliment physical maturity”
(University of Washington, 1993).
● “Provide accurate information on 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 own bedroom. If this is not possible, they should have at least some private space”

(Medline, 2017).

● Never tease or make fun of a child’s appearance/physical developments, as it can lead to self-esteem issues.

(Medline, 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, 2017).
Typical Emotional Development in Teenagers
● “Many adolescents are at increased risk for depression and potential suicide attempts. This can be due to pressures and
conflicts in their family, school or social organizations, peer groups, and intimate relationships”

(Medline, 2017).

● “Research shows that in a positive family environment, including fun family activities, open parent-child
communication, and encouragement to participate in positive extracurricular activities, teens can navigate these years
with relative ease”

(Child Development Institute, 2015).

● “Peer pressure is at its max, and in today’s teen society there are more tempting sidetracks than ever”

(Child Development Institute, 2015).

● “Worries about failure. May appear moody, angry, lonely, impulsive, self-centered, confused, and stubborn”
(University of Washington, 1993).
 Teenage Emotional Development According to Snowman
● “Many psychiatric disorders either appear or become prominent during adolescence”
○ Most common of these are Depression/Anxiety, eating disorders, and substance abuse. Many of these go hand in
hand, and thoughts/threats/attempts of suicide can follow.

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

● “Depressed mood are primarily characterized by feelings of sadness or unhappiness, although emotions such as
anxiety, fear, guilt, anger and contempt are frequently present”

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

● “High school students who experience such symptoms typically try to ward off their depression through restless
activity or flight to or from others”

(Snowman, J. & McCown, R., 2015, pg. 105).

Emotional Developmental Milestones
Developmental points the student did meet
● AP likes to have game nights with family and neighbors and enjoys watching movies with his mother and sister. However, if
it’s a movie he doesn’t know or doesn’t think he’ll like, he might fall asleep before the movie even starts, or just not pay
attention.

Developmental points the student did not meet

● Student seems to be at a mild risk for depression, as he displays anger issues for mild problems and often leaves the house to
avoid being home to do homework, or to avoid being bored.
○ He will go on drives randomly, expects full access to the cars at anytimes, and gets very anxious/angry if he is told he
has to stay home.
● Student has always been very mobile, always wanting to be on the go, but it has increased overwhelmingly since transferring to
remote learning. AP is often on his phone during class, or napping, or going out instead of doing homework.
● AP can be very impulsive in his purchases, spending hundreds of dollars on risky items (such as a hoverboard, an item he very
much enjoys but has been proven to be dangerous, or many high price items he intends to resell, which he has not yet done yet
after months).
Emotional Developmental 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).
● “Keeping open lines of communication and clear, yet negotiable, limits or boundaries may help reduce major conflicts”

(Medline, 2017).

● “Power struggles begin when authority is at stake or "being right" is the main issue. These situations should be
avoided, if possible. One of the parties (typically the teen) will be overpowered. This will cause the youth to lose face.
The adolescent may feel embarrassed, inadequate, resentful, and bitter as a result”

(Medline, 2017).
Typical Cognitive Development in Teenagers
● “May lack information or self-assurance about personal skills and abilities”
(University of Washington, 1993).

● Teenagers in late adolescence are starting to seriously consider their futures, and they are beginning to incorporate what
they know into their decision making process.
(University of Washington, 1993)

● “[A common] myth of adolescence is the idea that ‘it will never happen to me, only the other person’”
○ The ‘“it” in these situations can be anything from getting pregnant or getting an STD, to getting in a car
accident, to getting hurt when doing anything else risky or generally “dumb.”
(Medline, 2017).
● “High School is usually better for most. It is a time to begin defining one’s self and realistically contemplate the future.
Skill development is accelerated to prepare for college or job training programs, and talents are perfected”
(Child Development Institute, 2015).
Teenage Cognitive Development According to Piaget & Vygotsky
Piaget: Formal Operational Stage
● “[Students] are capable of solving problems by systematically using abstract symbols to represent real objects”

(Snowman, J. & McCown, R., 2015, pg. 43).

● “The term formal reflects the ability to respond to the form of a problem rather than its content and to form hypotheses”

(Snowman, J. & McCown, R., 2015, pg. 43).

● “Older adolescents can become aware of all the factors that have to be considered in choosing a career and can imagine what it might be like to be
employed, some may feel so threatened and confused that they postpone the final choice”

(Snowman, J. & McCown, R., 2015, pg. 44).

Vygotsky
● “Vygotsky believed that the most important things a culture passes on to its members (and its descendants) are what he called psychological tools.
These are the cognitive devices and procedures with which we communicate and explore the world around us”

(Snowman, J. & McCown, R., 2015, pg. 51).

● Social development = cognitive development

(Snowman, J. & McCown, R., 2015.)

Cognitive Developmental Milestones
Developmental points the student did meet
● Has a job at Starbucks, and is trying to decide what he wants to do in the future.
● Student has honed his dancing and choreography skills.

Developmental points the student did not meet

● Even though he has been in two accidents, AP has not improved on his driving (speeding, will look at his phone while
driving, take weird turns). The first thing he said when he got into his second accident was “I thought I was a safe
driver.”
● AP always wanted to be a dancer in Cirque du Soleil, but ever since his accidents that led to his ACL surgeries, he lost
all motivation. Now, he struggles to decide if he wants to continue to pursue the dancing career, or if he wants to go to
college for medicine. He doesn’t like doing homework, avoids going to class if he can, and especially hates remote
learning.
○ These factors are causing him to avoid making a choice, and he’s afraid of having to choose.
Cognitive Developmental Recommendations
● “Encourage talking about and planning for future”

(University of Washington, 1993).

● “Motor vehicle safety should be stressed. It should focus on the role of the driver/passenger/pedestrian, the risks of
substance abuse, and the importance of using seat belts. Adolescents should not have the privilege of using motor
vehicles unless they can show that they can do so safely”
(Medline, 2017).
● There should be an open line of communication between child and parent

(Child Development Institute, 2015)

● “Parents should be ready for and recognize common conflicts that may develop while parenting adolescents”
(Medline, 2017).
Typical Psychological/Social Development in Teenagers
● “Power struggles begin when authority is at stake or "being right" is the main issue. These situations should be
avoided, if possible. One of the parties (typically the teen) will be overpowered. This will cause the youth to lose face.
The adolescent may feel embarrassed, inadequate, resentful, and bitter as a result”
(Medline, 2017).
● “Adolescents should not have the privilege of using motor vehicles unless they can show that they can do so safely”
(Medline, 2017).
● “In early adolescence, the peer group most often consists of non-romantic friendships. These often include "cliques,"
gangs, or clubs. Members of the peer group often try to act alike, dress alike, have secret codes or rituals, and
participate in the same activities”
(Medline, 2017).
● “The child is egocentric in the sense that he is unable to take another person’s point of view. The adolescent, on the
other hand, takes the other person’s point of view to an extreme”

(Snowman, J. & McCown, R., 2015, pg. 45).

Teenage Psychological/Social Development According to Erikson & Marcia

Erikson’s Psychosocial Development: Identity Vs. Role Confusion: Ages 12-18

● “The goal at this stage is development of the roles and skills that will prepare adolescents to take a meaningful place in
adult society. The danger in this stage is role confusion: having no clear conception of appropriate types of behavior that
others will react to favorably… In common terms, they know who they are. 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).

Marcia’s Identity Statuses

● “Marcia proposed that attainment of a mature identendity depends on two variables: crisis and commitment. ‘Crisis refers
to times in adolescence when the individual seems to be actively involved in choosing among alternative occupations and
beliefs. Commitment refers to the degree of personal investment the individual expresses in an occupation or belief’”

(Snowman, J. & McCown, R., 2015, pg. 32).

Psychological/Social Developmental Milestones
Developmental points the student did meet
● Attending LVA and NBT (Nevada Ballet Theater) has given him many networking opportunities for a possible career.
● He has plenty of friends, and is always seeing them. He has gotten a few of them jobs at the Starbucks he works at.
● Many of his friends are also dancers who he met through school or NBT, or actors from school. He is also very good at
making friendships with adults in his field.
● He has a long distance girlfriend that he seems to really like. His dad does not approve, but his mom is mostly ok with it.

Developmental points the student did not meet

● Student seems to be at a crisis; having difficulty choosing what he wants to do in his life, and he is being influenced by his
peers and what they are thinking of doing
● AP will has always been told he’s very persuasive, and now uses this to his advantage for everything
○ Some examples include, but aren’t limited to: being allowed to take the only car out, being allowed to stay out past
curfew, being able to get an extension on homework or better grades, getting his sister to draw things for his
homework for him
○ He won’t take no for an answer. He will fight it until he gets a yes, or he will get mad.
● Will do things to appease his peers, more than to appease his parents. If he had loose plans to watch a movie with his mom
or go hiking with his dad, he will usually try to invite somebody, or ditch the plans entirely to go hang out with that person.
Psychological/Social Developmental Recommendations
● “Try to maintain good relationship; be respectful and friendly”
(University of Washington, 1993).
● “Try not to pry”
(University of Washington, 1993).
● “Recognize and accept current level of interest in 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).
● “Parents need to be constant and consistent. They should be available to listen to the child's ideas without dominating
the child's independent identity”
(Medline, 2017).
Typical Character Development in Teenagers
● “Although adolescents always challenge authority figures, they need or want limits. Limits provide a safe boundary for
them to grow and function. Limit-setting means having pre-set rules and regulations about their behavior”
(Medline, 2021).
● “Parents should know that their adolescents will repeatedly challenge their authority”
(Medline, 2021).
● “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).

● “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”

(Ellsworth, 1998).
Teenage Character Development According to Kohlberg
● “Kohlberg's approach to the study of moral development was based on analyzing how individuals responded to a set
of short stories that involved a moral dilemma… After analyzing the responses of ten- to sixteen-year-olds to this and
similar moral dilemmas, Kohlberg developed a description of six stages of moral reasoning”

(Snowman, J. & McCown, R., 2015, pg. 60-61).

Level Two: Conventional Morality-Ages 9-20

● Most kids/teenagers in this age range bend to the conventions of society/do what society says, just because they’re
labeled the rules of a society. Hence the name “conventional”
○ Good boy-nice girl orientation = actions taken and rules obeyed are done so, so that the child in question gets
approval from the authority figure after doing so. Based on the concern/opinions of others.
○ Law-and-order orientation = following the rules because “the rules are there for a reason”/a parent or teacher
told you to. Doing so to maintain order and protect yourself, rather than seek approval.

(Snowman, J. & McCown, R., 2015).

Character Developmental Milestones
Developmental points the student did meet
● AP seems to follow the good-boy nice-girl orientation; follows along with what people say to do because it will make him
likeable/it appeals to others. However, this is more on the stance of his peers, rather than authority figures
● He looks up to his dance and anatomy teacher at school, as well as successful family friends.

Developmental points the student did not meet

● Student does not seem to follow any limits at all, and will fight them if possible.
○ There was a situation recently in which he made plans with his friend and didn’t tell his parents and got mad when they
said he couldn’t take the car, and he even said “I really do get mad when things don’t go my way.” He then spent thirty
minutes convincing his dad to let him use the car.
● Doesn’t listen to any authority figures in terms of rules, even the people he looks up to.
○ Seems to think the rules don’t apply to him, and will fight them at any given chance (as stated in the social category)

Developmental Points that I feel he is stuck between

● AP shows compassion and care for his friends and parents, and actively tries to help them (for the good of all). However, as stated
before he has trouble moving past himself in any given situation. Sometimes even his acts of kindness are based on himself.
 Character Developmental Recommendations
● “Keeping open lines of communication and clear, yet negotiable, limits or boundaries may help reduce major conflicts”
(Medline, 2017).
● “Be sensitive to youth's feelings and thoughts. Try to bring them out in the open. Understand your own perspectives relating to values”
(University of Washington, 1993).

● “Be open to discussion and appreciate possible differences in values and needs”

(University of Washington, 1993).

● “ Parents must be careful not to call new behaviors ‘wrong,’ ‘sick,’ or ‘immoral’”
(Medline, 2017).
● “Parents should be ready for and recognize common conflicts that may develop while parenting adolescents. The experience may be
affected by unresolved issues from the parent's own childhood, or from the adolescent's early years”
(Medline, 2017).
● “Most parents feel like they have more wisdom and self-growth as they rise to the challenges of parenting adolescents.” It is important for
the parent to remember what they were like as a teenager, and not make themselves seem superior. It will only make the child feel worse.
(Medline, 2017)
 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

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/chidev/cd06.htm