Case Study of a Child

Age 16
By
Richard Conger
Edu 220
 Abstract
Physical Development Emotional Development Cognitive/Intellectual Development

● Voice change ● Self-conscious ● Political thinking

● Body changes ● Depressed ● Formal thought
● Body hair growth ● Concern for future

Psychosocial/Social Development Moral/Character/Philosophical Development

● Less time with parents ● Become frustrated

● More time with friends ● Believe rules can be changed
● Relationships with parents
change
 Typical Physical Behaviors for Child Age 16

● They can still be going through body changes.

● Boys voices begin to change

● “Pubic hair growth, as well as armpit, leg, chest, and facial hair”

(Medline, 2017)
Typical Physical Developmental Level According to
Snowman (Age 16)

● “Most students reach physical maturity, and virtually all attain puberty.”

(Snowman, J. & McCown, R., 2015, pg. 103)

● “Many students become sexually active”

(Snowman, J. & McCown, R., 2015, pg. 103)

 Physical Development Observation (Age 16)

Milestones met

● Child’s voice had already changed

● Child had already grown

Milestones not met

● Child did not have any facial hair yet

 Physical Development Recommendations

● “Encourage your teen to get enough sleep and physical activity, and to eat healthy, balanced meals.”

(Center for Disease Control and Prevention 2017)

● “Encourage your teen to have meals with the family. Eating together will help your teen make better

choices about the foods she eats, promote healthy weight, and give family members time to talk with

each other.”

(Center for Disease Control and Prevention 2017)

 Typical Emotional Behaviors (Age 16)

● The sudden and rapid physical changes that adolescents go through make adolescents very self-

conscious

(Medline, 2017)

● Feel a lot of sadness or depression, which can lead to poor grades at school, alcohol or drug use,

unsafe sex, and other problems.

(Center for Disease Control and Prevention 2017)

Typical Emotional Developmental Level According to
Snowman (Age 16)

● “Many psychiatric disorders either appear or become prominent during adolescence.”

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

● “The most common type of emotional disorder during adolescence is depression.”

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

 Emotional Development Observation
(Age 16)

Milestones met

● Child felt self-conscious

Milestones not met

● Child had good grades

● Child did not seem depressed at all

 Emotional Development Recommendations

● “Talk with your teen about her concerns and pay attention to any changes in her behavior.”

(Center for Disease Control and Prevention 2017)

● “Show affection for your teen.”

(Center for Disease Control and Prevention 2017)

● “Compliment your teen and celebrate his efforts and accomplishments.”

(Center for Disease Control and Prevention 2017)

 Typical Cognitive/Intellectual Behaviors
(Age 16)

● Teenagers become capable of using formal thought.

● “Show more concern about future school and work plans.”

(Center for Disease Control and Prevention 2017)

● “Between the ages of twelve and sixteen, political thinking becomes more abstract,

liberal, and knowledgeable.”

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

 Typical Cognitive/Intellectual Level
According to Piaget & Vygotsky (Age 16)

Piaget:
Vygotsky:
● “Social interaction as the primary cause
● “At the stage of formal operations”
of cognitive development.”
(Snowman, J. & McCown, R., 2015, pg. 43)
(Snowman, J. & McCown, R., 2015, pg.
● “Are capable of solving problems by systematically 43)
● “They have to contain a process called
using abstract symbols to represent real objects”
mediation”

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

(Snowman, J. & McCown, R., 2015, pg.
43)
 Cognitive/Intellectual Development
Observation of a Child (Age 16)

Milestones met

● Child was able to use formal thought

● Child was able to show interest in his future and future plans

● Was able to have knowledgeable conversations

 Cognitive/Intellectual Development
Recommendations

● “Respect your teen’s opinion.”

(Center for Disease Control and Prevention 2017)

● “Encourage your teen to develop solutions to problems or conflicts.”

(Center for Disease Control and Prevention 2017)

● “Talk with your teen and help him plan ahead for difficult or uncomfortable situations.”

(Center for Disease Control and Prevention 2017)

 Typical Psychosocial/Social Behaviors
(Age 16)

● “Relationships with parents range from friendly to hostile.”

(University of Washington, 1993)

● “Sometimes feels that parents are "too interested."”

(University of Washington, 1993)

● “Spend less time with parents and more time with friends.”

(Center for Disease Control and Prevention 2017)

 Typical Psychosocial/Social Level
According to Erikson (Age 16)

● Students could end up having role confusion

● “Will develop roles and skills that will prepare adolescents to take a

meaningful place in adult society.”

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

 Psychosocial/Social Development
Observation of a Child (Age 16)

Milestones met

● Child experienced being angry and happy with parents

● Child wanted to spend more time with friends than parents

Milestones not met

● Child did not feel that parents were too interested in what is going on in his life
 Psychosocial/Social Development
Recommendations

● “Try not to pry.”

(University of Washington, 1993)

● “Try to maintain good relationship; be respectful and friendly.”

(University of Washington, 1993)

● “Respect your teen’s need for privacy.”

(Center for Disease Control and Prevention 2017)

 Typical Moral/Character/Philosophical
Behaviors (Age 16)

● “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)

● “May be interested in sex as 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)

 Typical Moral/Character/Philosophical
Level According to Kohlberg (Age 16)

● “Is aware of different viewpoints regarding rules”

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

● “Believes rules are flexible”

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

● “Considers the wrongdoers’ intentions when evaluating guilt.”

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

 Moral/Character/Philosophical
Development Observation (Age 16)

Milestones met

● Child explained that the rules could be bent

● Child could see the wrongdoers’ point of view and see why he did what he did

● Experienced frustration
 Moral/Character/Philosophical
Development Recommendations

● “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)

● “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)

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

https://www.cdc.gov/ncbddd/childdevelopment/facts.html (Links to an external site.)

Child Development Institute (2015). The ages and stages of child development.

https://childdevelopmentinfo.com/ages-stages/#.WR3Id_QrLrc (Links to an external site.)

Ellsworth, J. (1998). Online lesson: PEPSI as a screening tool. (Links to an external site.)

http://jan.ucc.nau.edu/~jde7/ese504/class/pepsi/lesson2-1-1.html (Links to an external site.)

Medline (2017). Adolescent Development.

https://medlineplus.gov/ency/article/002003.htm (Links to an external site.)

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