Developmental Standards Project

Katelyn Novak
Developmental Standards Project

Katelyn Novak
EDPS 250-4
Swanson
Page 1
Katelyn Novak
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Introduction
I am majoring in instrumental and general music education. One day, I hope to be a band
director in a high school or middle school. I will teach my students to play an instrument,
and more importantly, to make music. I have researched many concepts in development
in order to show my understanding of INTASC Standard 1. These concepts include
depression, eating disorders, parent/peer rejection, divorce, sexual orientation, ADHD,
and bullying.
Intasc 1: The teacher understands how learners grow and develop, recognizing that
patterns of learning and development vary individually within and across the
cognitive, linguistic, social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
Developmental Research
Depression in Adolescents with Eating Disorders
Eating disorders affect mostly girls, but can affect some LGBT boys. Girls are at high
risk of obtaining an eating problem if they reach puberty early, are very dissatisfied with
their body image, and grow up un a home that is highly focused on weight and thinness
(Berk, 2012). The most serious eating disorders are anorexia nervosa (starving oneself in
fear of becoming fat) and bulimia nervosa (engaging in strict dieting, excessive exercise,
binge eating, and deliberate vomiting and purging with laxatives) (Berk, 2012). In this
research article, data was gathered from forty-six adolescent Israeli girls to examine the
relationship between depression and suicidal behavior and eating disorders (Fennig &
Hadas, 2010). All participants had either anorexia nervosa or bulimia nervosa and
completed a self-report battery at the time of treatment or assessment. Suicide attempts
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and ideation were compared to psychological and clinical features of eating disorders
along with depression. Twenty-four percent of the participants had attempted suicide and
sixty-five percent had thought of committing suicide. The study found that suicide
attempt was linked to depression, sexual abuse, and a longer duration of having an eating
disorder (Fennig & Hadas, 2010). Suicidal thoughts were only associated with
depression. Depression also seems to worsen the state of the eating disorder in an
individual.
Instructional Decision
Eating disorders first appear in adolescence. Because I will be working with adolescents,
it is very important that I keep an eye out for students that have or may be prone to
getting an eating disorder. Because depression worsens and creates eating disorders, I
must help students to not feel depressed. I will not keep a closed door to my students; if
they want someone to talk to about their life problems, I will listen, offer advise, and
direct them to someone who can help them with their situation of need be. I will also
offer praise to all of my students. Even if they are having difficulty performing well in
my class, there is always something they are doing well, and I will find that positive
aspect and praise them for it. Another contributor to eating disorders is a strict definition
of beauty. I will never imply to my students that beauty means thin. Prior experiences
and factors in the home related to beauty images affect students, their depressive
symptoms, and the likelihood they will obtain an eating disorder. As a teacher, I need to
understand this and use this knowledge to help me teach with positive outcomes (AG
2.10).
Katelyn Novak
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Adolescent Depression and Parent/Peer Rejection

Depression is the most common psychological problem in adolescence. 20-50% of US
teenagers experience moderate to mild feelings of depression and feel better in a short
while (Berk, 2012). Also, 15-20% have major depressive episodes and 2-8% are
chronically depressed, meaning they feel self-critical and gloomy for many months and
sometimes years. In the US, more girls suffer from depression than boys. This research
article describes a study that was done to examine the relationship between parent/peer
relationships, depression, and the mediating role of emotion regulation. The participants
were 127 girls with a mean age of 14.50 and 121 boys with a mean age of 14.31. The
participants completed a self-report questionnaire related to their attachment to their
parents and peers, their emotional regulation, and their state of depression. The results
showed a significant relationship between depression, dysfunctional emotion regulation,
and parent/peer relationships (Kullik & Petermann, 2013). The results were different for
both sexes. Girls had more trouble with internal dysfunctional emotion regulation. It
mediated depression and their parent relationship, but only partly mediated depression
and their peer relationships. Boys had both external and internal dysfunctional emotion
regulation as a partial mediator between depression and parent/peer relationships (Kullik
& Petermann, 2013).
As a teacher, I need to understand the roll of peer and parent relationships in terms of a
students learning ability (AG 2.4). Because depression affects so many adolescents, I
will need to have a plan as to how to help those suffering. As I stated before, I will keep
my door open to talking with my students about their problems. I will also help them to
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have a healthy emotional regulation system in place. For girls, I will focus more on
internal emotional regulation, and for boys, I will focus on both internal and external
emotional regulation. I will also be a good role model for my students by being nice to
everyone and never saying anything negative about anyone. This will enforce a nobullying environment in my classroom. It is my job to enforce a positive learning
environment, after all (AG 5.5)
Parental Depressive Symptoms, Family Type, and Adolescent Functioning
There are many factors that can cause and affect depression in adolescents. Genetics can
influence depressive symptoms as well as experiences (Berk, 2012). This study examines
the relationship between parental depressive symptoms, family type, and adolescent
functioning. The participants of this study include 86 two-parent families in which one
parent had a chronic medical condition, 94 families with single parents that were healthy,
and 69 families with 2 healthy parents. Parents completed a self-report about depression
and adolescents completed a self-report about problem-behavior. With the adolescents,
other tools were used to measure psychosocial outcomes. The results show that
adolescents of single parent homes had more problems than other family types (Sieh &
Meijer, 2013). Also, having a chronically ill parent was highly related to adolescent
stress. These adolescents also had internalizing problems. Older children and girl, and
especially older girls, showed more stress and internalizing problems. Overall,
adolescents with single parents had more problems that any other category (Sieh &
Meijer, 2013).
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It is my job to have an understanding of how a students home can have an influence on
how they perform (AG 1.1). As a teacher, I wont only be working with my students. I
will also encounter and interact with my students parents. This study shows me that a
parents well being influences their childrens stress levels and actions. By helping their
parents, I will also be helping my students. I will let parents know with a phone call
when their child is doing well in my class. Maybe this will help them not feel or seem so
depressed around their child. I will also talk with parents and help them sort things out if
they would like me to. A problem pretty specific to instrumental music education is the
price of buying a musical instrument. I understand that buying an instrument could cause
a lot of stress for a family. I will try and work out deals between them and the instrument
seller. I could also try and create and inventory of school-owned instruments so I could
lend those out for a smaller fee than buying an instrument. Holding a band fundraiser
could also help parents pay for their childs instrument.
Divorce and parent relationships
Divorce affects children and parents in many different ways. Over the past decade,
America has seen a decline in divorce, due to an increase in first marriage age (Berk,
2012). This research article is about a longitudinal study done examining the
relationships between mothers and their children after a divorce. The study lasted 25
years and the participants were middle class, nonlitigating, and divorced. The study
found that over half of the mothers were much less available to their children in the postmarriage years than they were during the failing marriage (Wallerstein etal., 2013).
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Mothers spent more time trying to find an intimate partner and trying to become
financially stable than they did with their children. During this time, adolescents showed
many delinquent behaviors. Mothers that were having psychiatric help during their
failing marriage were unable to have that help after divorce, so they relied on their
adolescents for help (Wallerstein etal., 2013).
Parent Acceptance and Stress/Depressive Symptoms in Lesbians and Gay Men.
Gay and lesbian adolescents are three times as likely to attempt suicide than other
adolescents. The ones who have attempted suicide have said there is more family
conflict, peer victimization, and inner turmoil about there sexual orientation (Berk, 2012).
This article is about a study that examines the relationship between parental/general
family acceptance of their childs sexual orientation and stress/depressive symptoms in
those people (Feinstein etal., 2014). There were three dimensions of stress that were
examined. Those three kinds of stress are internalized homonegativity, rejection
sensitivity, and discrimination. The sample of this study includes 414 self-identified
lesbians and gay men. These participants completed an online survey. The results of the
study show that internalized homonegativity and rejection sensitivity were positively
associated with symptoms of depression for participants who reported less accepting
parents. Internalized homonegativity and rejection sensitivity were not associated for
participants who reported accepting parental attitudes. Parental acceptance had no
involvement between discrimination and symptoms of depression. General family
support did not seem to be involved in any associations (Feinstein etal., 2014).
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Adolescence is when gays and lesbians learn about their sexual orientation. Because I
will be working with adolescents, it is important that I help those going through some
very drastic changes in their lives. It is my job as a teacher to understand student
diversity (including sexual orientation) and to use this knowledge to help me work with
those students (AG 1.4). If a student comes to me and confides in me their sexuality, I
will be very accepting and tell them that they are always welcome to talk to me about any
trouble they are having. Because peer victimization is a factor that leads to depressive
symptoms, I will help my students to accept differences in everyones sexual orientation.
After all, it is my job to create learning environments that are responsive to individual
charactoristics (AG 5.3). I could talk to my school principal about bringing in a guest
speaker on the topic of sexual orientation. I could also talk in class about how it is
important to understand individual differences and respect those differences. If there is
trouble at home involving their sexual orientation, I will offer my gay and lesbian
students to stay after school in the band room or in my office to talk with me. This way,
they have a place to go when home is probably not a healthy environment. I could also
do some bonding activities in my class so that the students get to know each other and
learn to accept each other.
ADHD
Five percent of school-aged children have ADHD (Berk, 2012). ADHD stands for
attention-deficit hyperactivity disorder. This learning disability involves inattention,
impulsive actions, and excessive motor activity. These factors all contribute to academic
and social problems. Boys are four times as likely as girls to be diagnosed with ADHD
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(Berk, 2012). However, this could be due to girls being overlooked when it comes to
ADHD. Girls are less flagrant than boys, so it may not be as apparent with girls that they
may have ADHD. Because children with ADHD have a difficult time concentrating,
they score 7-15% lower on intelligence tests than other children. In order for a child with
ADHD to be diagnosed, symptoms of the learning disorder must be present before age
seven and must persist (Berk, 2012).
My career choice may lead me to working with children under the age of seven. If I
observe a child who has symptoms of ADHD and the parents havent said anything about
it to the school, I will assume the parents do not know that their child could have ADHD.
I will talk to other teachers to see if they have similar observations to mine. If so, I will
have a meeting with those other teachers and the parents to discuss the possibility of their
child having ADHD. If I have a student in any grade level that has ADHD and the
parents have told the school or me about it, I will speak with the parents in person about
strategies that they have found helpful when working with their child. I will also speak
with other teachers about strategies they have found to work. It is my job as a teacher to
know about developmental challenges and to know how to work with those differences
(AG 1.3)
Bullying
Bullying, as defined by the textbook, is when certain children become targets of verbal,
physical, and other forms of abuse (Berk, 2012). 10-20% of children are defined as
bullies. A greater percentage range, 15-30% of children are defined as being repeatedly
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bullied and victimized. When boys bully, they use both verbal and physical abuse.
When girls bully, they use more verbal abuse and relational hostility (Berk, 2012). Many
children also experience cyberbullying. 20-40% of adolescents experience cyberbullying
and often do not report it to parents or adults at school. Most likely, observers of
bullying do not step in to help the victim. In fact, 20-30% of observers actually step in to
encourage or assist the bully in their endeavors (Berk, 2012).
Bullying happens with any age group, so I am bound to see it as a music teacher. If one
of my students confides in me that they are being bullied, I will help them come up with
ways to avoid the bully (including finding different routes to class and finding people to
walk with them). I could also let them use my office as a locker so they dont have to
encounter the bully. After all, it is my duty as a teacher to create a safe environment for
my students (AG 5.1). I will inform other teachers that the student is being bullied so
that they know to look out for it as well. I could also talk to the principle about having a
discussion with the alleged bully. If there is cyberbullying taking place, I will encourage
the student to get off of the electronic medium in which the bullying is taking place. As a
teacher, I need to understand how digital-age tools like social media influence learning
processes (AG 2.11). I understand that cyberbullying can affect students abilities to
learn because bullying created a feeling of helplessness. If students dont always tell me
that they are being bullied, I will always look out for bullying. If I see a student who
shows many symptoms of being bullied, I will have a private conversation with them
about it. If they say that they are being bullied, I will offer help. If I see excessive
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bullying in a school, I could talk to the principle about inviting a speaker to talk about
bullying or about creating a campaign against bullying.
Goals
All teachers need to be experts. This means being an expert in both the subject
they are teaching and in the area of teaching itself. If a teacher is not an expert in the
field of study that they are teaching, how are they supposed to teach that material? And if
a teacher hasn't learned effective strategies of teaching, their students wont learn the
material nearly as affectively as they would with a properly trained teacher. It is
important for a teacher to understand how students learn and construct knowledge
because when a teacher understands these things, they can teach in a way that works most
effectively with the way students learn. Another important piece of information teachers
need to understand is how physical, cognitive, social, and emotional development affects
learning. If a teacher understands this, then will be able to plan their lessons accordingly
to their students (AG 2).
A good teacher needs to be able to assess students to make sure they are all
learning the information being taught. This way, the teacher can identify students that are
having difficulties and work with them or reteach the entire class some information if
needed. A teacher needs to understand that students have a range of individual variation
so that the expectations on some students isn't unreachable. Those students need to be
identified so that the teacher can plan ways to teach that will help those students learn.
I am very limited with my expertise simply because I haven't taught in a school

setting before. I know a lot about music and teaching, but I know I will learn much more
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once I am actually out in the field teaching music. To gain more expertise in the area of
teaching music, I could attend music education conventions such as the IBA
convention. I could also work with my high school marching band over the summer to
gain experience.
My definition of engagement in terms of a classroom setting is getting the

students actively involved in what is being taught. Engagement isn't just giving students
worksheets, lecturing, and testing them. It's about utilizing all of their senses and getting
them to come up with ideas about what they are learning. It's important to teach with
engagement in mind because everyone's mind works differently, so the more ways to
reinforce one topic, the better (AG 5).
It's important to allow students to use knowledge they already possess and to link
new ideas to those because that is an effective tool for learning. Being able to link new
information to old information allows students to understand the new material better
because they can relate it to something they already know. By allowing students to shape
their own learning, students will learn the material being presented to them most
efficiently.
Understanding our students is necessary if we want to be able to teach them

anything. Knowing how our students think can help us shape our lessons in a way that
they can understand what is being taught. That way, they will learn the information most
effectively. Allowing students to discuss with each other about topics also helps them to
understand information better. Each student has a different perspective on any given
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topic, so allowing the students to listen to what each other have to say will broaden all of
their understandings on that topic.
My biggest weakness is engaging students in the band setting. When I am

running a rehearsal, I sometimes need to pick out certain instruments to play without the
rest of the band. How do I engage those students that aren't playing? To improve in this
area, I could read the article Engaging Rehearsals to Enhance Music Making. I could
also talk to current music educators about tips they may have. I will also continue to
participate in the BSU CNAFME Chapter.
To me, context means a student's individual background, talents, biological

makeup, learning styles, etc. All students each have their own unique context and it is
important for a teacher to understand these contexts. A teacher needs to understand
individual variation within each stage of development in order to be able to effectively
teach their students. A teacher must also be committed to help their students develop
self-confidence and competence. Without self-confidence, students will have a feeling of
helplessness and will give up on learning. If a teacher helps students to feel good about
themselves, the students will perform better in school and in life. (AG 1)
Students' individual strengths need to be used as a basis for growth. High achieving
students often feel bored in class because they are not being challenged enough. If they
are not challenged, they will not learn anything. Even though they may already know the
material, there still need to be learning going on or else, those students will develop
habits of not working as hard. Individual's strengths need to be used as a basis for
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growth. Also, students' errors need to be seen as opportunities for learning. If a student
performs poorly, a teacher should not punish them or tell them they aren't good
enough. The student will give up then. Instead, the teacher should help teach the student
what they do not yet understand. That way, the student is learning and they won't feel
bad about themselves.
My weakness in this area is this: I do not fully understand how to challenge high
achieving students in a classroom. To help me understand this idea more, I could read
the article Smart and Bored on www.scholastic.com. I could also subscribe to
the Journal of Education to read up on some strategies to use in the classroom that would
help my high achievers continue to learn.
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Works Cited
Berk, L. (2012). Infants, children, and adolescents. (7th ed., pp. 444-445, 502, 510-513,
545-546, 629-631, 632), Boston, Massachusetts: Pearson Education Inc.
Feinstein, B. A., Wadsworth, L. P., Davila, J., & Goldfried, M. R. (2014). Do parental
acceptance and family support moderate associations between dimensions of
minority stress and depressive symptoms among lesbians and gay men?.
Professional Psychology: Research And Practice, 45(4), 239-246.
doi:10.1037/a0035393
Fennig, S., & Hadas, A. (2010). Suicidal behavior and depression in adolescents with
eating disorders. Nordic Journal Of Psychiatry, 64(1), 32-39.
doi:10.3109/08039480903265751
Kullik, A., & Petermann, F. (2013). Attachment to parents and peers as a risk factor for
adolescent depressive disorders: The mediating role of emotion regulation. Child
Psychiatry And Human Development, 44(4), 537-548. doi:10.1007/s10578-0120347-5
Sieh, D., Visser-Meily, J., & Meijer, A. (2013). The relationship between parental
depressive symptoms, family type, and adolescent functioning. Plos ONE, 8(11),
Wallerstein, J., Lewis, J., & Packer Rosenthal, S. (2013). Mothers and their children after
divorce: Report from a 25-year longitudinal study. Psychoanalytic Psychology,
30(2), 167-184. doi:10.1037/a0032511
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All Grade Standards and Sub-standards References

Standard 1: Student Development and Diversity
Teachers of grades P12 have a broad and comprehensive understanding of

student development and diversity and demonstrate the ability to provide
instruction that is responsive to student differences and that promotes
development and learning for all students.
1.1 major concepts, theories, and processes related to the cognitive, linguistic, social,
emotional, physical, and moral development of students in grades P12, and factors
in the home, school, community, and broader environment that influence student
1.3 typical developmental challenges for students from early childhood through grade 12
(e.g., in relation to independence, self-esteem, peer interactions, physical
development, self-direction, decision making, goal setting, involvement in risky
behaviors, and identity formation) and the ability to help students address these
challenges
1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic
background; gender; religion; family structure), and the ability to use this knowledge
to promote learning and development for students with diverse backgrounds,
characteristics, and needs
Standard 2: Learning Processes

learning processes and demonstrate the ability to facilitate student achievement.
Katelyn Novak
2.4
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knowledge of the role of positive relationships and supportive interactions as a

crucial foundation for working with children, with a focus on children's individual
characteristics, needs, and interests
2.10
knowledge of how various individual factors (e.g., prior learning and experiences,
interests, talents) and factors in the home, school, and community influence
learning processes, and the ability to use this knowledge to improve teaching
effectiveness and learning outcomes
2.11
knowledge of how digital-age tools and environments influence learning

processes and outcomes, and the ability to use this knowledge to improve
teaching effectiveness and learning outcomes
Standard 5: Learning Environment

student learning environments and demonstrate the ability to establish positive,
productive, well-managed, and safe learning environments for all students.
5.1
the ability to create safe, healthy, supportive, and inclusive learning environments,
including indoor and outdoor environments, that encourage all students'

engagement, collaboration, and sense of belonging
5.3
the ability to plan and adapt developmentally appropriate learning environments
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that reflect cultural competency; are responsive to the characteristics, strengths,

experiences, and needs of each student; and promote all students' development
and learning
5.5
Knowledge of developmentally appropriate classroom management approaches

and positive guidance techniques, including relationships between specific
practices and student learning, attitudes, and behaviors, and the ability to use this
knowledge to create an organized, positive, and productive learning environment
that maximizes students' time on task; facilitates learning; and encourages student
self- regulation, responsibility, and accountability.

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Katelyn Novak